scholarly journals Theoretical and methodological foundations of literary-artistic and linguistic education as a system

2021 ◽  
Vol 47 (1) ◽  
pp. 19-27
Author(s):  
Marcela Vîlcu
Keyword(s):  
Language Education ◽  
Learning Activities ◽  
Key Concepts ◽  
Component Element ◽  
Goal System ◽  
Operational Block

The article reveals the theoretical and methodological foundations of literary-artistic and linguistic education as a system. Several definitions of key concepts are analyzed: "system", "literary-artistic education", "language education". The system status of literary-artistic and linguistic education required highlighting its component element: teleological (ELA ideal/goal, ELA goal system, ELA standards), technological (operational block – learning activities and opportunities) and epistemological (theories, concepts, principles, ideas, precepts).

Engaging Mobile-Assisted Learning Activities Using Multiple Mobile Apps for Foreign Language Practice

2020 ◽  
pp. 203-220
Author(s):  
Gyeo Woon Jung
Keyword(s):  
Mobile Apps ◽  
Vocabulary Learning ◽  
Language Education ◽  
Learning System ◽  
Learning Activities ◽  
Target Language ◽  
Daily Lives ◽  
Student Responses ◽  
Diverse Learning ◽  
E Learning

Mobile applications have been used to support engaging and interactive learning over the past several years. However, most mobile apps for language education were developed for merely vocabulary learning and simple grammar exercises. Hence, it is important for instructors to encourage and guide students to participate in more diverse learning activities using the mobile apps to learn and practice the target language in their daily lives. This chapter attempts to introduce a sample of engaging mobile-assisted learning activities toward the use of multiple mobile apps like TIMeS (Taylor's Integrated Moodle e-Learning System), Naver Blog, and Quizlet. A survey was conducted to gather student responses and feedback regarding this app-based learning, and 266 students responded over four semesters in 2018 and 2019. The chapter examines how these app-based learning activities are advantageous to the students' learning outside of the classroom in terms of enhancing engagement and flexibly.

scholarly journals Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

2002 ◽  
Vol 3 (1) ◽  
pp. 26-36
Author(s):  
JANINE E. TREMPY ◽  
MONICA M. SKINNER ◽  
WILLIAM A. SIEBOLD
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Student Satisfaction ◽  
Learning Model ◽  
Learning Activities ◽  
Group Processing ◽  
Engineering And Technology ◽  
The World ◽  
Key Concepts ◽  
Individual Accountability

A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

scholarly journals Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

2021 ◽  
Vol 9 (1) ◽  
pp. 113
Author(s):  
Rahmat Yusny ◽  
Fitria Rizki ◽  
Ika Kana Trisnawati ◽  
Mulia Mulia
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Experiences ◽  
Language Education ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Activity ◽  
Face To Face ◽  
Offline Learning ◽  
Learning Modes

Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. 

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 24-38 ◽  
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

METHOD FOR THE CONSTRUCTION OF STUDENTS’ SCIENTIFIC IDENTITY WITHIN ENGLISH FOR ACADEMIC PURPOSES: THE CASE OF INTERNATIONAL STUDENTS OF MASTER PROGRAMME “INFORMATION AND ELECTRICAL ENGINEERING”AT HOCHSCHULE WISMAR

2019 ◽  
Vol 1 ◽  
pp. 43
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska ◽  
Julija Melnikova
Keyword(s):  
International Students ◽  
Engineering Education ◽  
Electrical Engineering ◽  
Research Question ◽  
Language Education ◽  
English For Academic Purposes ◽  
Master Programme ◽  
2030 Agenda ◽  
Key Concepts ◽  
Scientific Identity

Reaching the Goals of the 2030 Agenda for Sustainable Development is facilitated by science development. In order to strengthen scientific efforts in implementing the 2030 Agenda, the number of our modern society’s members who associate themselves with scientific community has to be increased. The research question is as following: What method promotes the construction of students’ scientific identity in language education within higher engineering education? The aim of the present research is to analyse the inter-connections between scientific identity and language education underpinning empirical analysis of use of biographical methods in English for Academic Purposes within Master programme “Information and Electrical Engineering” for International students at Hochschule Wismar. Research methods include theoretical and empirical methods. Theoretical methods comprise analysis of theoretical sources and theoretical modelling. The research methodology implies the study of the meaning of the key concepts of “scientific identity”, “language education” and “biographical method”. Moreover, the study demonstrates how the key concepts are related to higher engineering education. The empirical study was carried out at Hochschule Wismar in 2018. The data reveals students’ positive evaluation of use of biographical methods in English for Academic Purposes studies. The novel contribution of the paper is the newly formulated research question. 

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

scholarly journals Analysis of Learners’ Classroom Interaction Using Listing and Comparing Task in English Study Program of Cenderawasih University Teaching Context

2019 ◽  
Vol 4 (2) ◽  
pp. 81-94
Author(s):  
Monika Gultom
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
English Language ◽  
Group Learning ◽  
Classroom Interaction ◽  
Language Education ◽  
Learning Activities ◽  
University Teaching ◽  
Study Program ◽  
Pair Group

The main focus of this research is the analysis of interactions between students (learner-to-learner interaction) in the context of cooperative learning through pair-group learning activities. The pair-group learning activities were provided to make sure the intense of the interaction that focus on doing the ordering, task listing, and problem solving tasks. This current research uses descriptive qualitative method by collaborating with students as the subject of this study acting as a key instrument in order to collect data as authentically as possible in the data collection of interactions that occur between students through voice recording. The results showed that the interaction occurred in within the English language education study program FKIP UNCEN are still dominated by lecturers, such as asking questions, error corrections, lectures, explained and waiting for the learners’ response, and therefore suggested to create an encouraged atmosphere of activeness and participation regarding the kinds of learning activities that "force" students to interact in smaller groups to ensure the equal opportunities to interact within the group using cooperative learning activities with a focus on ordering task, listing task, and problem solving task.

scholarly journals Persepsi Mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya Terhadap Pembelajaran Daring Via Zoom Pada Masa Pandemi Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Siti Uswatun Khasanah ◽  
Ainun Syarifah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activities ◽  
Learning Tools ◽  
Education Students ◽  
E Learning ◽  
Qualitative Descriptive

Abstract:This study aims to determine the perceptions of English Language Education students of UIN Sunan Ampel Surabaya on online learning via Zoom during the Covid-19 pandemic. The qualitative descriptive method was carried out by distributing questionnaires using Google Form to 45 English Education students at UIN Sunan Ampel Surabaya after completing the learning process for 3 months. The results of this study show that (1) the use of Zoom application provides new experiences in online learning activities, (2) students can easily operate some of the Zoom application features, (3) the learning process expects students to use the Zoom application, (4) the Zoom application is one of the e-learning tools that can support online learning activities continuously, (5) the use of Zoom application because the classmates agree to use the Zoom application, and (6) students can use the Zoom application easily in carrying out of online learning activities. Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya terhadap pembelajaran daring via Zoom pada masa pandemi Covid-19. Metode deskritif kualitatif dilakukan dengan menyebar angket kuesioner menggunakan Google Form kepada 45 mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya setelah menyelesaikan proses pembelajaran selama 3 bulan.   Hasil dari penelitian ini menyatakan bahwa (1) penggunaan   aplikasi Zoom memberikan pengalaman baru dalam aktivitas pembelajaran daring, (2) mahasiswa dapat dengan mudah mengoperasikan beberapa fitur aplikasi Zoom, (3) proses pembelajaran mengharapkan mahasiwa untuk menggunakan aplikasi Zoom, (4)  aplikasi Zoom merupakan salah satu e-learning yang dapat mendukung aktivitas pembelajaran secara daring,  (5) penggunaan aplikasi Zoom karena para teman sekelas menyetujui untuk menggunakan aplikasi Zoom, (6) serta para mahasiswa dapat menggunakan aplikasi Zoom dengan mudah dalam melakukan aktivitas pembelajaran daring.

Social Media in Higher Education

2020 ◽  
pp. 1-19
Author(s):  
Joe Terantino
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Social Process ◽  
Learning Activities ◽  
Current Status ◽  
Future Research ◽  
Proximal Development ◽  
Learner Engagement ◽  
Key Concepts ◽  
Education Coursework

This chapter presents a framework for utilizing a sociocultural theory (SCT) approach to design and implement social media-based learning activities intended to foster learner engagement in higher education coursework. The author discusses the current status of social media, especially as used for educational purposes, as well as the documented learning benefits and challenges. This is followed by an overview of SCT, including its key concepts such as mediation, the zone of proximal development, and scaffolding. Building on these key concepts four pedagogical suggestions are described for fostering learner engagement via social media: provide the foundation for a community of practice, design meaningful and authentic learning activities, guide learners' engagement, and assess learning as a dynamic social process. The chapter concludes with a discussion of suggestions for future research.

Sign in / Sign up

Export Citation Format

Share Document