scholarly journals Study of the Application of iPad-based Digital Learning Games in English Game Teaching in the Primary School

2015 ◽  
Vol 11 (9) ◽  
pp. 77
Author(s):  
Junling Liu ◽  
Yawen Zhang
Keyword(s):  
Emotional Development ◽  
Teaching Practice ◽  
Skill Training ◽  
Target System ◽  
Digital Learning ◽  
Teaching Plan ◽  
Common Problems ◽  
Resource Synchronization ◽  
Grade 3

Game teaching can promote children's cognitive development, emotional development and social participation. This paper bases its analysis on features digital learning English games and feasibility of such games in English game teaching, and proposes an iPad-based two-dimensional target system for game teaching, and layout for teaching plan and teaching practice. English game teaching in Grade 3 is taken as an example where setting deployment, resource synchronization, skill training and class application are described in detail aided with case study. Finally, application effect and common problems are identified to provide reference for further study.

scholarly journals The Effect of a Change in Virtual Learning Environment on Innovative Digital Teaching Practice: A Case Study of Academic Staff in an Irish University

2021 ◽  
Vol 2 (2) ◽  
pp. 101-127
Author(s):  
Ellen Kampinga ◽  
Christine O’Connor ◽  
Martin J. ◽  
Barry J.
Keyword(s):  
Learning Environment ◽  
Professional Identity ◽  
Teaching Practice ◽  
Academic Staff ◽  
Organizational Factors ◽  
Virtual Learning ◽  
Motivational Factors ◽  
Virtual Learning Environment ◽  
Digital Learning

<p style="text-align: justify;">This mixed-methods, investigative case study explores the experience of a virtual learning environment (VLE) change and its effect on the use of digital learning tools specifically, and teaching practice more generally, for chemistry lecturers at TU Dublin (Ireland) prior to pandemic of the coronavirus disease COVID-19. Initially, a questionnaire examined the different teaching identities the participating lecturers might have and how they relate to the literature. These identities were examined under the following themes: sense of achievement, motivational factors for innovation, innovation positioning, as well as social and organizational factors influencing the decision making. A visual approach of representing the questionnaire data, termed ‘Lecturer Landscapes’, was developed which uncovered new trends based on the biographical descriptors of the research population. Subsequent interviews led to a more detailed investigation of the themes noted in the questionnaire and the Lecturer Landscapes to more holistically capture the professional identity of each respondent. The lens of experience during a VLE change was used to frame each respondent’s professional identity in context. Overall, a VLE change does not have to effect teaching practice and can be experienced as a positive change in teaching and learning. It was also noted that innovation can only occur when specific, and individual, needs and problems are addressed and when personal development is promoted by intrinsic, rather than extrinsic, motivational factors.</p>

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

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