Effectiveness of International Distance Education in High School between Thailand and Japan

2012 ◽  
pp. 203-217
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Effectiveness of International Distance Education in High School between Thailand and Japan

2013 ◽  
pp. 336-349
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This article presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Effective of International Distance Education in High School between Thailand and Japan

2010 ◽  
Vol 6 (3) ◽  
pp. 11-24
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Understanding ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Predicting Students Graduate on Time Using C4.5 Algorithm

2021 ◽  
Vol 7 (1) ◽  
pp. 67
Author(s):  
Herman Yuliansyah ◽  
Rahmasari Adi Putri Imaniati ◽  
Anggit Wirasto ◽  
Merlinda Wibowo
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Prediction Performance ◽  
Faculty Members ◽  
Effective Learning ◽  
Processing Data ◽  
C4.5 Algorithm ◽  
New Students ◽  
Three Stages ◽  
And Performance

Background: Facilitating an effective learning process is the goal of higher education institutions. Despite improvement in curriculum and resources, many students cannot graduate on time. Mostly, the number of students who graduate on time is lower than the number of new students enrolling to universities. This could dilute the chance for students to learn effectively as the ratio between faculty members and students becomes non-ideal.Objective: This study aims to present a prediction model for students’ on-time graduation using the C4.5 algorithm by considering four features, namely the department, GPA, English score, and age.Methods: This research was completed in three stages: data pre-processing, data processing and performance measurement. This predicting scheme make the prediction based on the department of study, age, GPA and English proficiency.Results: The results of this study have successfully predicted students’ graduation. This result is based on the data of students who graduated in 2008-2014. The prediction performance result achieved 90% of accuracy using 300 testing data.Conclusion: The finding is expected to be useful for universities in administering their teaching and learning process.

scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
pp. 68-78
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

Student Engagement, Accountability, and Empowerment

2016 ◽  
Vol 44 (3) ◽  
pp. 221-232 ◽  
Author(s):  
Afshan Jafar
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Collaborative Teaching ◽  
Student Feedback ◽  
Student Empowerment ◽  
Positive Experiences ◽  
Personal Accountability ◽  
High Level

This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) higher levels of student engagement, (2) a sense of personal accountability, and (3) student empowerment. While the results of the student feedback mostly point to positive experiences, collaboration between students and instructors does bring a high level of uncertainty and extra work for the instructor involved. The article ends with some further guidance for those considering collaborative learning in their classrooms.

Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university

2020 ◽  
pp. 136216882096935
Author(s):  
Hung-chun Wang
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Structured Interview ◽  
Course Evaluation ◽  
Language Teachers ◽  
Food Culture ◽  
Cultural Issues ◽  
English Curriculum

This article reports on a practitioner research study that adopted the intercultural approach to integrating Vietnamese and Indonesian cultural issues into Taiwanese university classes for English as a foreign language (EFL). A content-based course design was developed to infuse cultural topics including food culture, lifestyle and interpersonal interaction into an 18-week English curriculum with a dual focus on facilitating students’ intercultural competence and learning of English. This study recounts the teacher researcher’s process of developing and implementing this course; it also evaluates the effects of the course by analysing students’ perceptions based on data collected from an intercultural competence scale, a course evaluation survey and a semi-structured interview in two consecutive semesters. Based on the results, the students showed obvious growth in their intercultural competence; many of them also perceived that the course facilitated their learning of English. Overall, this study offers English language teachers novel insights with regard to developing and administering an EFL course featuring the teaching and learning of intercultural issues.

A Costume Odyssey a.k.a. Teaching Costume History in a 21st Century Classroom

2010 ◽  
pp. 237-246
Author(s):  
Claremarie Verheyen ◽  
Youmei Liu
Keyword(s):  
Student Learning ◽  
21St Century ◽  
Management System ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Course Management System ◽  
21St Century Classroom ◽  
The University ◽  
Enhance Student Learning

This chapter will explain how we have integrated the Course Management System-WebCT into the teaching of Costume History at the University of Houston’s School of Theatre and Dance. It will focus on two topics, (1) delivering the course in hybrid mode to enhance student learning experiences, and (2) conducting course evaluation to collect student feedback on the course design and delivery for future improvement.

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