scholarly journals Creating visual aids with graphic organisers on an infinite canvas – the impact on the presenter

2015 ◽  
Vol 23 ◽  
Author(s):  
Jordi Casteleyn ◽  
Andre Mottart ◽  
Martin Valcke
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Concept Maps ◽  
Control Sample ◽  
Learning Technology ◽  
Visual Aids ◽  
Knowledge Maps ◽  
Beneficial Impact ◽  
Mind Maps ◽  
The Impact

Instead of the traditional set of slides, the visual aids of a presentation can now be graphic organisers (concept maps, knowledge maps, mind maps) on an infinite canvas. Constructing graphic organisers has a beneficial impact on learning, but this topic has not been studied in the context of giving a presentation. The present study examined this issue by having 199 students prepare a presentation. The control sample created visual aids that are similar to a deck of slides with text and pictures. In the first experimental condition, graphic organisers were inserted in this deck of slides, and in the second experimental condition, visuals aids with interconnected graphic organisers were produced. There were no significant differences in self-reported self-efficacy related to giving a presentation and in motivational variables. To detect if the presentations met the principles set by the conditions, the participants’ products were coded qualitatively, but this analysis also yielded no differences in variables. Further research should therefore explore the interaction between software and presenter.Keywords: visual communication; teaching practices; presentation skills; self-efficacy; prezi(Published: 20 February 2015)Citation: Research in Learning Technology 2015, 23: 25161 - http://dx.doi.org/10.3402/rlt.v23.25161

Concept Mapping for Noun Identification in CLIL Textbooks by Primary Education Students

2020 ◽  
Vol 5 (6) ◽  
pp. 42-53
Author(s):  
José Luis Gómez ◽  
Enrique Arias ◽  
Juan Lirio
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
English Language ◽  
Control Sample ◽  
Control Group ◽  
Trained Group ◽  
Classroom Context ◽  
Writing Assignments ◽  
Grammatical Categories ◽  
Mind Maps

This study aims at observing if initial training on concept mapping improves pupils’ skills on noun category identification from foreign language (L2) texts. To observe the null hypothesis, learners receive short-term training to manage the basics of concept mapping. After the intervention, in a classroom context of reading and writing assignments in the English language, Spanish primary students identify and circle substantives in texts from their CLIL textbooks. The sample comprises sixty fifth-grade Spanish pupils age-ranged 10 to 11. Though the school has an English-Spanish bilingual program, the students are not complete bilinguals. In the sample, participants belong to both male and female genders non randomly assigned. Concerning the identification of singular and collective nouns from texts, including plural irregular nouns, both treated and control sample groups displayed similar results. Although the instructed group was skilled in detecting and categorizing hypernyms and first hyponym categories of nouns, they did not precisely discriminate adjectives, confusing them with nouns. Dissimilarly, the untrained control group not only mistakenly identified adjectives as nouns but also other grammatical categories as verbs, conjunctions, pronouns, and adverbs. The scarce disclosed precision by the non-trained group was also perceptible in the production of the concept maps. When they had to make the concept mapping tasks, control participants tended to make flow charts, mind maps, and tree diagrams instead. Contrarily, the trained group accomplished the activities satisfactorily. Yet the outcome of this study reveals that a little training on concept mapping leads to disclosing slight achievement in discriminating information from L2 texts in students. Hence, statistical analysis reveals that concept mapping helps students differentiate lexical and grammatical categories and to synthesize the information.

Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers

2020 ◽  
Vol 79 (8) ◽  
pp. 974-986
Author(s):  
Catherine C Coccia ◽  
Javier Tamargo ◽  
Alison K Macchi
Keyword(s):  
Elementary Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Structural Equation ◽  
Nutrition Knowledge ◽  
Personal Health ◽  
Cross Sectional ◽  
Beliefs And Practices ◽  
The Impact

Objective: This study aimed to determine the impact of personal health, body mass index (BMI), nutrition knowledge and self-efficacy on classroom food-related beliefs and practices. Design: A cross-sectional design evaluated BMI, personal health index (PHI), nutrition knowledge, self-efficacy and food-related beliefs and practices of pre-service teachers. Setting: Pre-service teachers were recruited from upper division elementary education courses at a university in the southeast region of the USA. Participants ( n = 94) were Hispanic (65%), White (60%) and female (93%). Method: Participants completed a survey composed of validated questionnaires. Descriptive statistics and structural equation modelling were used to examine the relationships between pre-service teachers’ personal nutrition factors and food-related teaching beliefs. Results: Results indicate that personal health factors, nutrition knowledge and self-efficacy for teaching nutrition contribute to pre-service teachers’ beliefs about the school food environment and food-related teaching practices. Conclusion: Interventions focusing on student teachers’ personal health behaviours and nutrition knowledge may be helpful, as pre-service teachers develop their nutrition-related classroom behavioural intentions.

scholarly journals LEXICAL CATEGORIES: CONCEPT MAPPING INSTRUCTION ON THE EFFECT OF NOUN IDENTIFICATION IN FOREIGN LANGUAGE TEXTS

2019 ◽  
Author(s):  
José Luis Gómez Ramos ◽  
Enrique Arias Fernández ◽  
Juan Lirio Castro
Keyword(s):  
Foreign Language ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Sample ◽  
Control Group ◽  
Specific Information ◽  
Sample Group ◽  
Grammatical Categories ◽  
Mind Maps ◽  
Experimental Group

Concept maps basic training differences were examined in noun identification from written texts, in the context of reading and writing assignments in a foreign language. Sample groups were comprised of 10-year-old Spanish primary students who attend a bilingual school. Both male and female participants were included in the non-randomized experiment. Experimental and control sample groups were accurate in identifying singular and collective nouns, including plural irregular nouns. Although the trained sample group was efficient in detecting and categorising hypernyms and first hyponyms, compared to lower hyponym categories, pupils did not precisely discriminate adjectives within the texts, sometimes confusing them with nouns. In contrast, while the non-trained sample group disclosed precision in circling nouns and discriminating adjectives within the texts, they demonstrated less precision identifying other grammatical categories. The control sample group did not reveal accuracy discriminating verbs, adverbs, and pronouns from nouns when compared to the experimental group. Because of their lack of training, the control group displayed more creativity (charts, mind maps, tree diagrams...) when asked to create concept maps, in comparison to the experimental group. However, the trained group accomplished this activity satisfactorily. The outcome of this study reveals that a three-month trained concept mapping sample group disclose achievement in discriminating specific information from English texts. These conclusions suggest that concept mapping helps students differentiate lexical and grammatical categories from written foreign texts, which will benefit them when synthesizing the information to be learned.

scholarly journals “A Two-Edged Sword”: Paternalistic Leadership and Nurses Performance: A Moderated Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Samyia Safdar ◽  
Shazia Faiz ◽  
Namra Mubarak
Keyword(s):  
Self Efficacy ◽  
Power Distance ◽  
Moderated Mediation ◽  
Research Approach ◽  
Paternalistic Leadership ◽  
Moderated Mediation Model ◽  
Beneficial Impact ◽  
And Performance ◽  
The Impact

Background: The study investigates the impact of paternalistic leadership on the performance of nurses. Furthermore, it looks into the role of self-efficacy as a mediator in the relationship between paternalistic leadership and performance. It also looks into the role of power distance as a moderator.Methods: The study used a quantitative survey-based research approach, with questionnaire responses collected over time. Initially, 315 Chinese nurses were surveyed about their views on paternalistic leadership, self-efficacy, and power distance. While their supervisors were called after 6 weeks for a dyadic answer, they were asked to offer their thoughts on their performance. The AMOS 22 software was used for confirmatory factor analysis (CFA), while the SPSS 22 software was employed for descriptive statistics, such as the correlation and regression analysis.Results: The findings demonstrated that paternalistic leadership had a beneficial impact on performance. Furthermore, the role of self-efficacy as a mediator and power distance as a moderating mediator in this relationship has been evidenced.Conclusion: The results suggest that paternalistic leadership has a good impact on nurse performance. Furthermore, self-efficacy as a mediator explains the association between paternalistic leadership and nursing performance adequately. Furthermore, power distance appeared to be a powerful moderator, as the moderated mediation results revealed that in high-power-distant societies, such as China, self-efficacy enhances the link between paternalistic leadership and nursing performance. Limitations and future directions were also discussed.

scholarly journals Is it cheating – or learning the craft of writing? Using Turnitin to help students avoid plagiarism

2013 ◽  
Vol 21 ◽  
Author(s):  
Lynne Graham-Matheson ◽  
Simon Starr
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Management Team ◽  
Senior Management ◽  
Learning Technology ◽  
Body Of Knowledge ◽  
Subject Areas ◽  
The Impact ◽  
The Relationship ◽  
Do So

Plagiarism is a growing problem for universities, many of which are turning to software detection for help in detecting and dealing with it. This paper explores issues around plagiarism and reports on a study of the use of Turnitin in a new university. The purpose of the study was to inform the senior management team about the plagiarism policy and the use of Turnitin. The study found that staff and students largely understood the university’s policy and Turnitin’s place within it, and were very supportive of the use of Turnitin in originality checking. Students who had not used Turnitin were generally keen to do so. The recommendation to the senior management team, which was implemented, was that the use of Turnitin for originality checking should be made compulsory where possible – at the time of the study the use of Turnitin was at the discretion of programme directors. A further aim of the study was to contribute to the sector’s body of knowledge. Prevention of plagiarism through education is a theme identified by Badge and Scott (2009) who conclude an area lacking in research is “investigation of the impact of these tools on staff teaching practices”. Although a number of recent studies have considered educational use of Turnitin they focus on individual programmes or subject areas rather than institutions as a whole and the relationship with policy.Keywords: higher education; plagiarism; assessment; Turnitin(Published: 29 April 2013)Citation: Research in Learning Technology 2013, 21: 17218 - http://dx.doi.org/10.3402/rlt.v21i0.17218

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