scholarly journals Exploring Wordless Feedback Mechanisms in an EAP course in an English-medium University: An Ethnographically-oriented Approach

2020 ◽  
Vol 2 (4) ◽  
pp. 50-61
Author(s):  
Osei Yaw Akoto ◽  
Benjamin Amoakohene
Keyword(s):  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Language Education ◽  
Feedback System ◽  
English For Specific Purposes ◽  
Composition And Rhetoric ◽  
Feedback Mechanisms ◽  
Teacher Student ◽  
Teachers And Students ◽  
Effective Teaching And Learning

Feedback is considered an integral part of the writing process. It has thus engendered the attention of scholars in discourse analysis, applied linguistics, language education, composition and rhetoric studies, and English for Specific Purposes. This attention, however, is heavily tilted towards worded feedback, at the expense of wordless feedback. Thus, this study explored the use of wordless feedback mechanisms in an EAP course in an English-medium university in Ghana. Thousand eight hundred and ninety-nine scripts of students’ essays, and interviews with academics and students constituted the datasets for the study. By doing a qualitative content analysis, we extracted wordless feedback codes from the scripts.  The study yielded that teachers used tick, ring, vertical lines, arrows, question marks, carets, and underline as feedback mechanisms. The responses from the teachers and students on the use of these codes indicated that there were variations at three levels: inter-teacher, inter-student and teacher-student, which resulted to miscommunication in the feedback system. The study calls for a standardized feedback code, and education of teachers and students on this system of feedback for effective teaching and learning.

scholarly journals DEVELOPMENT OF TEACHER HANDBOOKS AND REALISTIC MATHEMATICS STUDENTS BASIC SCHOOLS

2019 ◽  
Vol 3 (2) ◽  
pp. 56
Author(s):  
Dian Armanto ◽  
Edy Surya ◽  
Elvi Mailani
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Level ◽  
Teacher Student ◽  
Realistic Mathematics ◽  
Teachers And Students

The research aims to develop teacher and student handbooks for realistic mathematics lessons for elementary schools. The development of this handbook is based on the reality in the field where the handbook of teachers and students especially the subjects using the 2013 curriculum still do not exist, and in daily learning activities teachers and students still use books that use themes. This research uses development research (Developmental Research). The subjects of this study were grade V students of SD Negeri 163085, H.A Bilal Tebingtinggi City and SD Negeri 106162, Medan Estate District, Deliserdang Regency. In the initial stage, observations were made during the learning process at the two schools and continued with interviews with students and teachers. From the results of these observations and interviews a primary school realistic mathematics teacher and student handbook was prepared. Furthermore, the realistic elementary school mathematics teacher and student handbook is validated by a team that aims to see and assess the quality of the realistic elementary school teacher and student mathematics handbook in order to arrange an effective handbook that will be used by teachers and students in learning. The validation results show that realistic mathematics teacher and student handbooks are developed in both categories and can be used in teaching and learning. The media book test was conducted on grade V students of SD Negeri 163085 Tebingtinggi city and SD Negeri 106162 Medan Estate Deliserdang Regency. The trial results show that the elementary school teacher and student mathematics handbook is effective and can help facilitate understanding of mathematical concepts at the elementary school level. This can be seen from the number of students who can reach the KKM from the two schools is increasing. For SD Negeri 163085 HA Bilal, Tebingtinggi City, if at the time of the pre-test only 1 student (3%) was able to reach the KKM, then after being given the learning process using a teacher and student handbook developed the number of students who could reach the KKM increased to 24 students (82.7%) while those under the KKM were only (17.3%) or 5 students. The same thing was seen in SD Negeri 106162, Medanestate Subdistrict, Deliserdang Regency. If at the time of the Pre-test only 2 students (6.6%) had scored above the KKM, after the post-test there was an increase in students who achieved the KKM score of 25 students (83.3%). An increase of 76.7% when compared to the pre test. Keywords: Handbook, teacher, student, PMR

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals IMPROVING THE ACADEMIC PERFORMANCE OF FORM TWO ACCOUNTING STUDENTS OF TOASE SENIOR HIGH SCHOOL IN APPLYING THE DOUBLE ENTRY PRINCIPLE THROUGH GROUP LEARNING TECHNIQUE

2021 ◽  
Vol 4 (1) ◽  
pp. 01-06
Author(s):  
Isaac Ampofo Atta Junior ◽  
Isaac Ampofo Atta Senior ◽  
Beatrice Ampofo
Keyword(s):  
Academic Performance ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Group Learning ◽  
Accounting Students ◽  
Group Method ◽  
Learning Methods ◽  
Teachers And Students ◽  
Double Entry ◽  
Effective Teaching And Learning

Action research was used including quantitative research to help the research achieve the stated objectives. The sample size is 45 which was made up of 30 male students, 10 female students, and 5 accounting teachers. The problem under study used classroom tests, questionnaires, observation, and interviews as data collection instruments. Findings revealed that, for effective teaching and learning of the double-entry principle, the Group method is the best way for teaching. Teachers and students agreed that the use of group learning methods during teaching and learning will help improve the academic performance of the pupils. Students develop an interest in learning Accounting during the group learning method. The findings indicated that the use of group learning methods and to enhance teaching and learning will motivate students to learn Accounting and improve their academic performance by providing high classroom participation, a deeper understanding of concepts, and equip them with knowledge and skills.

scholarly journals A Deconstructive Approach to Class Meetings: Managing Conflict and Building Learning Communities

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Maria Kecskemeti ◽  
Kathleen Kaveney ◽  
Sheridan Gray ◽  
Wendy Drewery
Keyword(s):  
Learning Communities ◽  
Narrative Therapy ◽  
Teaching And Learning ◽  
Community Building ◽  
Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Class Meetings ◽  
Zealand Secondary School

When the quality of teacher-student and student-student relationships is undermined by conflicts, classrooms can become unwelcoming environments that are not conducive to teaching and learning. Circle conversations are widely utilized in response to such conflicts as well as for academic and community-building purposes. In this article, we introduce a form of circle conversation, which we have termed deconstructive class meeting. We developed this specific meeting format in a New Zealand secondary school drawing on local, indigenous processes of community conversation, discourse theory and narrative therapy. The structure of our meeting is deliberately designed to support the simultaneous achievement of two, seemingly contradictory objectives: conflict resolution and community building. We argue that when teachers and students collaboratively examine the power of ideas or discourses of learning not only alternatives to problematic practices become available, but learning communities and relationships are strengthened also.

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals The Influence of existentialism on teaching methods

2017 ◽  
Vol 9 (3) ◽  
pp. 354-363
Author(s):  
Davood Yahyaei ◽  
Fakhteh Mahini
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Fundamental Problem ◽  
Qualitative Content Analysis ◽  
Self Concept ◽  
Individual Growth ◽  
Humanistic Psychology ◽  
Human Beings ◽  
Learner Centered ◽  
Teachers And Students

Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I - you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive self-concept. Such methods are dialogue; Learner-centered method and developing positive self-concept. existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect.  Keywords: existentialism, existential Education, dialogue, Learner-centered method, Positive self-concept;

scholarly journals Record breaking achievements by spiders and the scientists who study them

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3972 ◽  
Author(s):  
Stefano Mammola ◽  
Peter Michalik ◽  
Eileen A. Hebets ◽  
Marco Isaia
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Public Awareness ◽  
Future Research ◽  
Organismal Biology ◽  
Discovery Research ◽  
Teachers And Students ◽  
Science Educators ◽  
Effective Teaching And Learning ◽  
World Records

Organismal biology has been steadily losing fashion in both formal education and scientific research. Simultaneous with this is an observable decrease in the connection between humans, their environment, and the organisms with which they share the planet. Nonetheless, we propose that organismal biology can facilitate scientific observation, discovery, research, and engagement, especially when the organisms of focus are ubiquitous and charismatic animals such as spiders. Despite being often feared, spiders are mysterious and intriguing, offering a useful foundation for the effective teaching and learning of scientific concepts and processes. In order to provide an entryway for teachers and students—as well as scientists themselves—into the biology of spiders, we compiled a list of 99 record breaking achievements by spiders (the “Spider World Records”). We chose a world-record style format, as this is known to be an effective way to intrigue readers of all ages. We highlighted, for example, the largest and smallest spiders, the largest prey eaten, the fastest runners, the highest fliers, the species with the longest sperm, the most venomous species, and many more. We hope that our compilation will inspire science educators to embrace the biology of spiders as a resource that engages students in science learning. By making these achievements accessible to non-arachnologists and arachnologists alike, we suggest that they could be used: (i) by educators to draw in students for science education, (ii) to highlight gaps in current organismal knowledge, and (iii) to suggest novel avenues for future research efforts. Our contribution is not meant to be comprehensive, but aims to raise public awareness on spiders, while also providing an initial database of their record breaking achievements.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

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