Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 771-778
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 2187-2204
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 724-731
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

Aligning Effective Professional Development and Online Learning

2017 ◽  
pp. 428-440 ◽  
Author(s):  
Aimee L. Morewood ◽  
Julie Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Conceptual Framework ◽  
Community Of Inquiry ◽  
Effective Professional Development ◽  
Learning Contexts ◽  
Online Tools ◽  
Asynchronous Online Learning ◽  
Constructivist Perspective ◽  
Research Based Practices

The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.

scholarly journals Emerging ASL Distinctions in Sign-Speech Bilinguals' Signs and Co-speech Gestures in Placement Descriptions

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne Therese Frederiksen
Keyword(s):  
Adult Learners ◽  
American Sign Language ◽  
Sign Language ◽  
Native Speakers ◽  
Control Group ◽  
Visual Modality ◽  
L2 Acquisition ◽  
Fine Grained ◽  
Native Speakers Of English ◽  
Group Placement

Previous work on placement expressions (e.g., “she put the cup on the table”) has demonstrated cross-linguistic differences in the specificity of placement expressions in the native language (L1), with some languages preferring more general, widely applicable expressions and others preferring more specific expressions based on more fine-grained distinctions. Research on second language (L2) acquisition of an additional spoken language has shown that learning the appropriate L2 placement distinctions poses a challenge for adult learners whose L2 semantic representations can be non-target like and have fuzzy boundaries. Unknown is whether similar effects apply to learners acquiring a L2 in a different sensory-motor modality, e.g., hearing learners of a sign language. Placement verbs in signed languages tend to be highly iconic and to exhibit transparent semantic boundaries. This may facilitate acquisition of signed placement verbs. In addition, little is known about how exposure to different semantic boundaries in placement events in a typologically different language affects lexical semantic meaning in the L1. In this study, we examined placement event descriptions (in American Sign Language (ASL) and English) in hearing L2 learners of ASL who were native speakers of English. L2 signers' ASL placement descriptions looked similar to those of two Deaf, native ASL signer controls, suggesting that the iconicity and transparency of placement distinctions in the visual modality may facilitate L2 acquisition. Nevertheless, L2 signers used a wider range of handshapes in ASL and used them less appropriately, indicating that fuzzy semantic boundaries occur in cross-modal L2 acquisition as well. In addition, while the L2 signers' English verbal expressions were not different from those of a non-signing control group, placement distinctions expressed in co-speech gesture were marginally more ASL-like for L2 signers, suggesting that exposure to different semantic boundaries can cause changes to how placement is conceptualized in the L1 as well.

scholarly journals Effective online professional development: Teacher perceptions, practices, and preferences

2020 ◽  
Author(s):  
Trisha Poole ◽  
Angela Fitzgerald ◽  
Chris Dann
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Future Development ◽  
Self Efficacy ◽  
Online Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Professional Development ◽  
The Future ◽  
Human Connection

Abstract Never before has the importance of effective online professional development been more prominent than it has during the COVID-19 times with the significant transition to working and teaching online. Effective professional development (PD) is critical in supporting in-service teachers to continue developing professionally, expanding their knowledge, skills, and abilities, and enhancing self-efficacy. The elements of effective face-to-face PD have been researched extensively, but those for online PD remain elusive. This paper reports on the perspectives of in-service teachers who were surveyed on their preferences, practices, and perceptions of effective online PD. The elements of effective online PD were identified: flexibility, human connection, content, savings, and technology. These elements are presented in the context of teachers’ behaviours and preferences, which allows a deeper understanding of how to design and develop effective online PD. These findings support the future development of a framework for effective online PD for in-service teachers.

scholarly journals Paediatric Life Support by Advanced Paediatric Life Support, Australia: course review

2021 ◽  
Vol 18 ◽  
Author(s):  
Shannon Macfarlane ◽  
James Pearce
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Airway Management ◽  
Cardiac Rhythm ◽  
Healthcare Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Continuing Professional Development ◽  
Intraosseous Access ◽  
Face To Face

The Advanced Paediatric Life Support, Australia Paediatric Life Support course is designed to improve outcomes for critically ill and injured paediatrics treated by healthcare professionals. It is comprised of pre-reading, online learning and a one-day face-to-face session that covers basic life support, airway management, cardiac rhythm recognition and defibrillation, intraosseous access and recognition of the seriously injured and ill child. This paper reviews the course and concludes that it should be considered as part of the continuing professional development requirements for paramedics.

scholarly journals “Are You Ready?” Revisiting Needs Analysis for ESP Online Conversation Course

2021 ◽  
Vol 10 (2) ◽  
pp. 205-215
Author(s):  
Noni Mia Rahmawati
Keyword(s):  
Online Learning ◽  
Native Speakers ◽  
Learning Experiences ◽  
Learning Activities ◽  
Needs Analysis ◽  
Authentic Materials ◽  
Online Platforms ◽  
Native Speakers Of English ◽  
Online Conversation

It is common to be found in an ESP class where the students are not fully engaged in the learning activities due to their lack of interests toward English. To attract the ESP students’ interests, authentic materials and meaningful activities need to be provided. Online learning can bring authentic materials to ESP students and give them meaningful activities as they can interact with native speakers of English through many online platforms. To fit the students’ online learning situations to their learning experiences, as well as the materials and activities to be given, a needs analysis should be carried out. The study focuses on discovering the ESP students’ preparedness in performing an online English conversation course by conducting a needs analysis. Questionnaires were given to 82 students and an interview was performed with 17 students to gain the data. The data collected in the form of percentages were analyzed by describing them qualitatively. From the analysis, it can be concluded that the ESP students were prepared to join the online English conversation course.

The effects of L1 orthography on L2 word recognition: A study of American and Chinese learners of Japanese

1996 ◽  
Vol 18 (4) ◽  
pp. 403-432 ◽  
Author(s):  
Nobuko Chikamatsu
Keyword(s):  
Word Recognition ◽  
Visual Information ◽  
Native Speakers ◽  
First Language ◽  
Visual Coding ◽  
Chinese Learners ◽  
Native Speakers Of English ◽  
Japanese Kana ◽  
Chinese Subjects ◽  
L2 Word Recognition

This paper examines the effects of a first language (L1 ) orthographic system on second language (L2) word recognition strategies. Lexical judgment tests using Japanese kana (a syllabic script consisting of hiragana and katakana) were given to native English and native Chinese learners of Japanese. The visual familiarity and length in test words were controlled to examine the involvement of phonological or visual coding in word recognition strategies. The responses of the English and Chinese subjects were compared on the basis of observed reaction time. The results indicated that (a) Chinese subjects relied more on the visual information in L2 Japanese kana words than did English subjects and (b) English subjects utilized the phonological information in Japanese kana words more than did Chinese subjects. Accordingly, these findings demonstrate that native speakers of English and Chinese utilize different word recognition strategies due to L1 orthographic characteristics, and such L1 word recognition strategies are transferred into L2 Japanese kana word recognition.

Smiling synchronicity and gaze patterns in dyadic humorous conversations

2016 ◽  
Vol 29 (2) ◽  
Author(s):  
Elisa Gironzetti ◽  
Lucy Pickering ◽  
Meichan Huang ◽  
Ying Zhang ◽  
Shigehito Menjo ◽  
...  
Keyword(s):  
Native Speakers ◽  
English Speakers ◽  
Face To Face ◽  
Attentional Resources ◽  
Gaze Patterns ◽  
Computer Mediated ◽  
Humor Studies ◽  
Native Speakers Of English ◽  
Video And Audio

AbstractThis present article is part of a larger study on speaker-hearer allocation of attentional resources in face-to-face interactions. The goal of the paper is twofold: first, we present results concerning the degree of correlation, in computer-mediated conversation, between speaker’s timing and intensity of smiling when humor is either present or absent in the conversation. The results were obtained from the analysis of five dyadic interactions between English speakers that were video and audio recorded, transcribed, and analyzed to establish a baseline of synchronicity of smiling among participants. From the study it emerged that conversational partners engaged in humorous conversations not only reciprocate each other’s smiling, but also match each other’s smiling intensity. Our data led to the identification of different smiling and non-smiling synchronic behaviors that point to the existence of a synchronous multimodal relationship between humorous events and smiling intensity for conversational partners. Second, in the last part of the paper, we argue for the need of a multimodal conversational corpus in humor studies and present the corpus that is being collected, annotated, and analyzed at Texas A&M University–Commerce. The corpus consists of humorous interactions among dyads of native speakers of English, Spanish, and Chinese for which video, audio, and eye-tracking data have been recorded. As part of this section of the paper, we also present some preliminary results based on the analysis of one English conversation, and some exploratory analysis of Chinese data, that show that greater attention is paid to facial areas involved in smiling when humor is present. This study sheds light on the role of smiling as a discourse marker (Attardo, S., L. Pickering, F. Lomotey & S. Menjo. 2013. Multimodality in Conversational Humor.

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