scholarly journals Using active learning methodologies in physical chemistry in CLIL contexts

2016 ◽  
Vol 3 (1) ◽  
pp. 71 ◽  
Author(s):  
David Recatalá
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Experience ◽  
Global Learning ◽  
Learning And Teaching ◽  
European Universities ◽  
The Subject ◽  
Students Satisfaction

<p class="Textoindependiente21">One of the main objectives of the European Higher Education Area (EHEA) is to promote a change toward a student-centred education model. This fact has led to the implementation of novel methodologies based on active learning, aimed at engaging students’ interest. This implementation has been usually accompanied by significant changes in both the teaching and learning processes in European universities. Furthermore, teaching a subject through the medium of a foreign language has also been gaining attention over the past few years. More specifically, this approach commonly known as Content and Language Integrated Learning (CLIL) has been employed for the simultaneous learning of content and English in a number of European countries. In this contribution we report on the active learning methods implemented in a Physical Chemistry course, as well as the efforts devoted to Content and English Language Integration in this subject. This research analyses a series of factors that can contribute to the global learning and teaching experience when both active learning and CLIL are implemented in the Physical Chemistry classroom. Some examples of them include changes in attitudes towards the subject, engagement and motivation during the course, perception of English learning, and in general, students’ satisfaction with the learning process.</p>

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

scholarly journals The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia

2021 ◽  
Vol 11 (10) ◽  
pp. 1288-1294
Author(s):  
Badriah M. Alkhannani
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Curriculum And Pedagogy ◽  
Students Satisfaction ◽  
Shed Light ◽  
Main Strategy

This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals Innovative Assessment Practice to Improve Teaching and Learning in Civil Engineering

2020 ◽  
pp. 74-80
Author(s):  
Siham G. Farrag ◽  
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Civil Engineering ◽  
Subject Area ◽  
Assessment Practice ◽  
Final Exam ◽  
Total Satisfaction ◽  
The Subject ◽  
Students Satisfaction ◽  
Core Part

The professional skills are essential for engineering student along with conceptual knowledge. The main objective of this paper is to explore an innovative assessment practice that was implemented to enhance teaching and learning for an undergraduate student in Civil Engineering. The practice was developed to increase students’ engagement, and encourage collaboration and critical thinking to achieve sustainable learning. Emerging technology and e-tools were the key of improve this practice. The practice was evaluated through students’ performance during the semester, and through the analysis of student’s feedback, peer review and external feedback. Generally, the feedback demonstrated the effectiveness of this practice in improving students’ understanding of the subject area and their academic performance. The total satisfaction was more than 90% and showed students’ satisfaction with the pedagogy adopted. The results showed a significant improvement in students’ performance in both internal and external marks. The final exam average increased by 20% and the total average increased by 15.4 % from the previous semester. This paper highlights the importance of linking learning and assessment as a core part of the teaching and learning process.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

scholarly journals Factors Influencing the Use of Multimedia Technologies in Teaching English Language in Kuwait

2020 ◽  
Vol 15 (05) ◽  
pp. 212 ◽  
Author(s):  
Najla'a H. Al-Ajmi ◽  
Zainab Aljazzaf
Keyword(s):  
Empirical Data ◽  
Teaching And Learning ◽  
English Language ◽  
Research Model ◽  
Teaching English ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Proposed Model ◽  
Multimedia Technologies ◽  
English Subject

The way of learning and teaching has been improved and the term of learning is developed. Generally, many researchers try to identify the important factors that affect the usage of multimedia in teaching and learning. However, there are few studies in this area specifically in Kuwait. Therefore, this study comes to fill this gab and identify the factors that influence the usage of multimedia technologies in teaching English language in Kuwait. Consequently, a research model is developed. To evaluate the proposed model, questionnaire is developed and the empirical data is collected and analyzed. The results reveal that there are seven factors that have an impact in using multimedia in teaching English subject, which are: facilitation, motivation, performance, behavioral, social, pedagogical, and effort factors. Moreover, the study proves that instructors have positive perceptions of multimedia technologies, but still need more supplements and supports.

scholarly journals Perceptions Of Madrassa Students And Teachers Towards English Language Learning

2020 ◽  
pp. 64-80
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Research Study ◽  
Male Students ◽  
English Language Learning ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Descriptive Research ◽  
Selection Of

The purpose of this descriptive research study is to find out the perceptions of students and teachers about the problems and challenges in learning and teaching of English language in Madrassas located in urban area of District Mardan. The main objectives of the study are to assess the attitude of both the students and teachers towards English language; to find out the required facilities for the teaching and learning of English and to put forward the recommendations of the students and teachers for the eradication of the problems and challenges to English language learning and teaching in Madrassas. The population of the research study consist of all Madrassas and all male students and teachers in Urban Madrassas in District Mardan. The researchers use convenient sample for the selection of Madrassas. Selection of students is based on thirty percent proportionate sample; while teachers are selected on the basis of hundred percent proportionate samples accordingly. Two separate questionnaires are the instrument for data collection. The questionnaires comprised on both closed and open ended items. The collected data were analyzed using percentage and thematic analysis. Findings of the study revealed that there are no proper facilities for the teaching of English language. The results of this research study may be helpful for the policy makers to emphasize more on the importance of English language learning in Madrassas across Pakistan and Khyber Pakhtunkhwa in particular.

scholarly journals Perspectives on the Strategies for Teaching and Learning English as a Second Language at the University of Juba, South Sudan

2020 ◽  
Vol 1 (2) ◽  
pp. 217-225
Author(s):  
Majok Mabor Matoc Apadier
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Large Classes ◽  
Learning And Teaching ◽  
The North ◽  
Government Education ◽  
English Speaking World ◽  
The University

In line with South Sudan’s vision of a self- governing community, much hope was invested in the English speaking world thereby making a shift from Arabisation from the North. As a result, the English language was adopted a marker of identity and opposition to Arabic, language of government, education as well as international communication. As part of South Sudan’s look south policy, English was made to be a second language as opposed to a foreign language. In tandem with this country’s vision the University of Juba is not spared from the adoption of English as the language of instruction and a learning subject.  Due to the democratisation of schooling and education for all, enrolment in the learning of English is increasing and resultantly large classes are emerging.  In view of this, the paper therefore examines and provides preliminary results on the nature and feasibility of some teaching and learning of English in large classes at the University of Juba. This was done in light of the principles and concepts of Richards and Rodgers’ (2001) Communicative Language Teaching approach. It emerges from the findings that in the absence of a teaching framework there is no uniformity on the strategies that being adopted by both learners and teachers in the learning and teaching of English as a second language.

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