scholarly journals Drama in L2 learning: A research synthesis

2013 ◽  
Vol VII (2) ◽  
pp. 7-27
Author(s):  
George Belliveau ◽  
Won Kim
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Teaching Resources ◽  
Educational Drama ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Research Findings ◽  
On Line ◽  
The Impact

This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.

scholarly journals E-Learning Experience of Management Students in B-Schools During COVID-19 Pandemic - A primary Survey

2021 ◽  
Vol 8 (S1-Feb) ◽  
pp. 73-78
Author(s):  
Khazi Mohammed Owais ◽  
Anjali Atipamula
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Experience ◽  
Inductive Reasoning ◽  
Learning And Teaching ◽  
E Learning ◽  
Management Students ◽  
The Impact

This study is aimed to seek online feedback and conduct phonic interviews of Management students in B-Schools regarding their experience with E-learning methods used by their faculty and institutes. COVID-19 has turned the world into an unrecognizable and unthinkable setting. Various sectors have come together to battle this pandemic. Work from home (WFH) has become a norm and, so has studying from home. The purpose of this study is to understand the technology adoption, teaching and learning process, student engagement, and experience towards virtual classrooms during Lockdown due to COVID 19 in Business schools in Electronic City, Bangalore. This study uses inductive reasoning and qualitative research methodology to collect the data from the students of B-Schools who are currently pursuing courses such as PGDM, M.B.A, M.Com, M.C.A, etc. The students are currently in their hometowns across India and attending classes through various online platforms. The focus of this study is to find out the impact of online education on Learning Aspect and Student Engagement during this period. This study also emphasizes on how the current scenario has an impact on policymakers like educationalists, students, and the adoption of technique by faculty in the future. An indistinct study is done on the tactics and strategies that would be implemented in the ongoing pandemic. The current study is limited to the sample frame of around 300 students from business schools in Electronic City, Bangalore, India. Hence, the findings of this study cannot be generalized forentire India. Even though COVID 19 has created cognitive dissonance in students’ and faculties’ minds towards various situations they have faced in their day-to-day life. The learning and teaching have not stopped and are continuing at a fast pace and without any disruption.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Evaluating Learning Experience through Educational Social Network Support in Blended Learning

2016 ◽  
pp. 1-16
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Course Management Systems ◽  
Face To Face ◽  
Network Support ◽  
Social Network Support

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in environments where students use an educational social network in addition to a CMS and face to face teaching and learning. This study investigates a learning experience in blended learning that combines the usage of a CMS, Edmodo, which is an educational Social Network Site (SNS) and face to face teaching and learning. The results have shown a significant relationship and prediction of overall learning experience in relation to teaching, cognitive and social presence in blended learning. Moreover, social presence is the most significant factor to predict the overall learning experience of students.

Designing a Distributed Learning Experience

2011 ◽  
pp. 518-524
Author(s):  
Diane Jass Ketelhut ◽  
Pamela Whitehouse ◽  
Chris Dede
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Interactive Media ◽  
Distributed Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Research Findings ◽  
Conventional Classroom

With the availability of Internet and digital technologies, many universities are integrating new interactive media into course curricula, both to enhance conventional classroom-based learning and to enable remote students to overcome barriers of time and distance. Although the focus of computer-mediated communication in teaching and learning has traditionally been on distance education—delivering courses to students in remote locations—colleges are increasingly using interactive media to enhance on-campus courses, with positive outcomes. “Distributed learning” describes educational experiences that combine face-to-face teaching with synchronous and asynchronous mediated interaction (Dede, Brown-L’Bahy, Ketelhut, & Whitehouse, 2004). This instructional strategy distributes learning across a variety of geographic settings, across time, and across various interactive media. This study extends prior research findings on the design and educational outcomes of a Harvard Graduate School of Education course, Learning Media that Bridge Distance and Time, as a prototypical distributed learning experience.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

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