scholarly journals Teaching and Learning of Chemistry: The Hybridity of Third Space Approach

2021 ◽  
Vol 3 (2) ◽  
pp. 74-83
Author(s):  
Royda Kampamba
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
Third Space ◽  
Study Data ◽  
Threshold Concepts ◽  
Activity Systems ◽  
First Year Students ◽  
The Third ◽  
Knowledge Levels ◽  
Teaching Learning

This article explored diversity and hybridity in the third space as a teaching resource. Students bring to the classroom or third space their diverse sociocultural issues, knowledge levels of chemistry, and socioeconomic status. Educators also bring to the third space their university knowledge and culture. Hence, a classroom or third space is a hybrid. The intersection of the students’ activity systems and educators’ activity systems created a third space. Activity systems are social practices that include the norms, values, divisions of labour, and community goals. The study intended to explore the negotiations by chemistry educators and first-year students in teaching-learning of acids-bases reactions. It is a topic that most students experience challenges from secondary school to graduate level. Acids-bases are one of the threshold concepts. Qualitative research was employed in the study. Data were collected through classroom observations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Cultural-Historical Activity Theory (CHAT) was employed to unpack group dynamics in a Zambian university. Interactions in the learning spaces generated constraints, tensions, diversity, and affordances for both educators and students. The findings suggest that hybridity may be a resource in teaching acids-bases threshold concepts. Educators should understand students’ knowledge and cultural diversities. Researchers can investigate how students’ different acids-bases knowledge levels can promote success in chemistry.

scholarly journals EARLY STUDY OF TEACHING & LEARNING ADAPTION BY USING MULTIMEDIA IN TEXT LEARNING OF SULALATUS SALATIN

2021 ◽  
Vol 3 (8) ◽  
pp. 167-181
Author(s):  
Nurul Shuhada Abdul Aziz ◽  
Norazimah Zakaria
Keyword(s):  
Technology Acceptance ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Text Learning ◽  
The Third ◽  
Teacher Skills ◽  
Students Attitudes ◽  
Acceptance Model ◽  
Teaching Learning ◽  
The Relationship

This study aims to examine the use of multimedia in teaching and learning (PdP) Sulalatus Salatin in form six. The objective of this study is to identify the use of multimedia in PdP Sulalatus Salatin in terms of types, tools used, teacher skills, and curriculum needs. The second objective is to study students 'attitudes towards the use of multimedia in Sulalatus Salatin learning and the third to analyze the relationship between multimedia use in PdPc with students' understanding of Sulalatus Salatin text using the Technology Acceptance Model (TAM). The researcher distributed a set of questionnaire questions containing 36 questions that were closed to 30 forms six students at a school in the district of Kuala Kangsar, Perak. The findings show that the main reason for the use of multimedia in PdP Sulalatus Salatin in terms of multimedia type, tools used, teacher skills, and curriculum needs is because the use of LCD screen causes the text to appear larger and clearer with a mean score of 4.433 (sd = 0.8976). For the second objective, the two most dominant student attitudes with a mean score of 4,400 that is with the use of multimedia, writing in the text of Sulalatus Salatin is clearer and easier to read (sd = 0.7701), while students are actively involved during the teaching of Sulalatus Salatin text (sd = 0.8944). Next, for the third objective, the relationship between the use of multimedia with the highest level of students' understanding of Sulalatus Salatin text is that students are easier to read and understand the synopsis on Sulalatus Salatin text with a mean score of 4,600 (sd = 0.6215). In conclusion, this study was implemented to provide exposure to the advantages of multimedia used by teachers while teaching Sulalatus Salatin text in form six.

scholarly journals COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

2021 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Romeo Jr Beriso Sotto
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
21St Century ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Male Students ◽  
Primary Data ◽  
Academic Learning ◽  
Validated Questionnaire ◽  
Teaching Learning

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

Examining cohort models in the education doctorate

2020 ◽  
Vol 11 (3) ◽  
pp. 249-262
Author(s):  
Andrew S. Leland ◽  
William A. Firestone ◽  
Jill A. Perry ◽  
Robin T. McKeon
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
Study Data ◽  
Collective Learning ◽  
Third Party ◽  
Degree Programs ◽  
Structured Interviews ◽  
Content Type ◽  
Education Doctorate ◽  
Study Approach

Purpose This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors. Findings This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences. Originality/value Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.

scholarly journals Multi-dimensional trust between partners for international online collaborative learning in the Third Space

2019 ◽  
Vol 3 (1) ◽  
pp. 50-59
Author(s):  
Brett McCollum ◽  
Layne Morsch ◽  
Chantz Pinder ◽  
Isaiah Ripley ◽  
Darlene Skagen ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Language Development ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Third Space ◽  
Professional Experience ◽  
International Network ◽  
Shared Learning ◽  
Online Collaborative Learning ◽  
The Third

The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 307-322
Author(s):  
Ahmadi Ahmadi ◽  
Aulia Mustika Ilmiani
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Research Result ◽  
Arabic Language ◽  
Study Data ◽  
Learning Activities ◽  
Actual Condition ◽  
Teachers And Students ◽  
Online Activities ◽  
Teaching Learning

The characteristic of Arabic Language which is unique and different compared to other foreign languages, has become certain issue for academic society, especially with this actual condition of COVID-19, it gives impact to both teachers and students.  In university level, more specifically, in order to maintain teaching – learning process to be held, various kind of media are used to support the teaching and learning activities. This research aims for exploring and describing Arabic language teaching – learning online activities in IAIN Palangka Raya using qualitative method and case study. Data collecting methods used in this research are observations, interview and documentation. Research result shows that Arabic language teaching – learning online activities in IAIN Palangka Raya adopting online technology with platforms which based on social media and e-learning application. Those platforms are categorized into three: 1) WhatsApp Group, used for intensive communications between teacher and students related to teaching – learning activities; 2) Google Classroom, used for collecting assignments; and 3) Zoom Cloud Meeting, used for audio-visual media for learning topics which need significant explanation. These medias are used after consideration on ease of accessibility, hardware compatibility, communication features, process and cost needed to use them. The findings of this research describe that Arabic language teaching – learning online activities in IAIN Palangka Raya collaborate those three aforementioned applications so that creativity, innovation and motivation are growing even during Covid-19 pandemic situation.

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals Use of Digital Content in Ensuring Integrity for Teaching and Learning English at the Secondary Level of Education: Perspective of Bangladesh

2020 ◽  
Author(s):  
Rahul Chandra Shaha ◽  
Md. Sakhawat Hossain ◽  
Md. Asaduzzaman
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Study Data ◽  
Digital Content ◽  
Negative Attitudes ◽  
Analysis Process ◽  
Actual Use ◽  
Teaching Learning ◽  
Content Specialists ◽  
Learning English

The use of digital content (DC) in teaching and learning English has become a buzzword. Infusing DC into the English teaching-learning process is really important as it caters the needs of the contemporary learners. At the same time, the availability of DC allows learners to adopt many unfair means by copy-pasting. So, it is important to ensure the integrity for teaching and learning in today’s world. This study focused on exploring the actual use of DC in ensuring integrity for teaching and learning English at grade IX–X of Bangladesh and finding out the challenges of using DC in ensuring integrity. A mixed method design (Creswell, 2012) has been employed to conduct the study. To accomplish the study, data has been collected from teachers, students and content specialists by using semi-structured interview schedule, semistructured questionnaire, FGD and classroom observation checklist. The data was analysed in mixed approaches using simple statistics and thematic analysis process and presented through tables and graphs. The result and detailed analysis of the study have brought out that most of the teachers use free plagiarism software for tracing out unethical writings in English for ensuring integrity in English subject. This study also brings into light that lack of necessary equipment (there is no plagiarism deduct software in the observed school) and teachers’ negative attitudes toward using DC are the prevalent challenges of using DC in ensuring integrity for teaching and learning English. In this circumstance, the study suggests that schools should be provided with new equipment such as plagiarism deducts software strategically and equitably for frequent and successful trace out, and teachers should get training on how to use DC effectively in ensuring integrity.

scholarly journals Musing on Transformative Teaching and Learning in Higher Education

2018 ◽  
Vol 7 (2) ◽  
pp. 1-7
Author(s):  
Suresh Gautam
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Professional Life ◽  
Learning Activities ◽  
School Of Education ◽  
The Third ◽  
Transformative Teaching ◽  
Teaching Learning

I am sitting in my West faced office on the third floor of the building C in Kathmandu University School of Education, Hattiban, Nepal. I am watching outside of the window which refreshed me when I feel exhausted and tired. Today, my tiredness exceeds because I was assigned to write an editorial for the journal published by the school by my colleague. I am thinking of using transformative teaching-learning activities in the higher education of Nepal because my professional life is/will be the part of it.

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