scholarly journals Evaluation of Students’ Remote Learning Experience of Learning Arabic as a Second Language During the Covid-19 Pandemic

2021 ◽  
Vol 14 (10) ◽  
pp. 40
Author(s):  
Sultan Almelhes
Keyword(s):  
Second Language ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Online Survey ◽  
Tertiary Education ◽  
Learning Experience ◽  
Social Contact ◽  
Arabic Language ◽  
Advantages And Disadvantages ◽  
Remote Learning

The emergence of the Covid-19 global pandemic was followed by restrictions on social contact and interaction. Online remote learning was implemented all levels of school and universities in Saudi Arabia. In tertiary education, where Arabic is taught as a second language (ASL) with extensive interaction between the teacher and students, remote learning has specific advantages and disadvantages. This study aimed to investigate the success of remote learning, its influence upon learners’ attitudes, and its potential difficulties in implementation. Quantitative research was conducted on a sample of 236 students who had combined experiences of offline and online study during 2020 in their second semester at the Arabic Language Institute for Non-Native Speakers’. An online survey was administered consisting of three domains: students’ satisfaction with remote learning, obstacles faced, and students’ perceptions towards evaluation; students’ responses were measured using a Likert scale. The results demonstrated that there was hesitation about student satisfaction, as the result was moderate in general. Moreover, the study revealed difficulties included internet connection issues, the access and availability of remote learning, insufficiency in personal expression, and difficulties with technological devices. The results also showed that the students were dissatisfied regarding to the evaluation and assessment methods used in remote learning.

scholarly journals A simulated night shift for undergraduate paramedicine students: Lessons learnt and the perceived value towards learning

2020 ◽  
Vol 17 ◽  
Author(s):  
Alecka Miles ◽  
Sara Hansen ◽  
Brennen Mills
Keyword(s):  
Student Satisfaction ◽  
Shift Work ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Night Shift ◽  
Real Life ◽  
Perceived Value ◽  
Clinical Placement ◽  
University Campus

BackgroundEnsuring undergraduate healthcare students are work ready graduates who possess real-world experiences and realistic expectations of their professional environment is essential for Australian universities. This is becoming increasingly more difficult to accomplish with ongoing difficulties on sourcing appropriate clinical placement learning opportunities. We developed and piloted a simulated paramedic night shift investigating if undergraduate paramedic students perceived the experience to be realistic and to what extent they felt it contributed toward their learning.Methods A total of 24 undergraduate paramedic students were recruited to participate in a simulated 13-hour paramedic night shift held on university campus. Student satisfaction and perceived value towards learning was measured using an online survey the day after the simulation. Results 23 of 24 participants completed the online survey. Survey data suggested 22 participants felt the simulated night shift to be realistic of real-life paramedic practice, provided a valuable learning experience and should be made a mandatory component of undergraduate paramedicine curricula.Conclusion Given the difficulties associated with providing clinical placement opportunities for students and the perception among health professionals that on entering the workforce many graduates often lack the adaptability required to undertake shift-work and the professional role of a paramedic, educators should consider the merits of providing overnight simulated experiences to undergraduate students to better prepare and acclimatise students to overnight shift work.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

A change of setting

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Lorenzo García-Amaya
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Contact ◽  
Language Use ◽  
Learning Experience ◽  
Methodological Approach ◽  
Immersion Program ◽  
Advantages And Disadvantages ◽  
L2 Learners

Abstract Though study abroad (SA) is becoming an increasingly popular educational avenue for second-language (L2) learners, there is little knowledge of what factors create a successful learning experience. One methodological approach is to consider the amount of time students use their L2 while abroad, and subsequently consider what factors (linguistic, personal, or social) might lead to increased or diminished L2 use. The current study examines data collected in 2010, in which 27 learners from an intensive overseas-immersion program in Spain completed the Language Contact Profile (LCP). Throughout the program, the learners were bound to a language commitment, pledging to speak, read, and write only in their L2. The results presented here, both quantitative and qualitative, suggest that the language pledge was largely followed, reflecting high levels of L2 use; the results also allude to some advantages and disadvantages of using the LCP to track language use.

scholarly journals Primary Pupils‟ Use of Social Media to learn ESL

2019 ◽  
Vol 8 (12) ◽  
pp. 2076-2080
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Original Data ◽  
Learning Preferences ◽  
Social Media Platforms ◽  
Asian Context ◽  
Use Of Social Media

The next generation of school-going pupils of elementary level will soon be made up of children from generation Alpha, born from the year 2010 to 2025. These technology-savvy young children will soon be dominating the classrooms demanding for digitalised instructional experiences. Technology-infused learning experience has been a prevalent concept in the education field in recent years. Many studies have been carried out to explore how social media and technology assists second language learning in the contexts of secondary and tertiary education. However, little is known about how elementary pupils learn English as a second language (ESL) using social media platforms, primarily in the Asian context. Therefore, the objective of this study is to investigate how Chinese primary school pupils learn English on social media. Drawing on the original data from a questionnaire survey and document analysis, the findings revealed that the research participants lack the experience of learning English on social media sites although they have access and the necessary competency in handling those sites. The implication derived from this study is that it would be advisable for teachers to steer and plan suitable instructional practices on social media platforms for elementary aged ESL learners in line with their learning preferences and needs.

scholarly journals Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

2021 ◽  
Author(s):  
Hieu Manh ◽  
Huong Le Thu Phan
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
Quantitative Research ◽  
Online Survey ◽  
Metacognitive Awareness ◽  
Poor Reading ◽  
Academic Texts ◽  
Good Medium

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

scholarly journals Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

2021 ◽  
Vol 12 (1) ◽  
pp. 90-112
Author(s):  
Hieu Manh Do ◽  
Huong Le Thu Phan
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
Quantitative Research ◽  
Online Survey ◽  
Metacognitive Awareness ◽  
Poor Reading ◽  
Academic Texts ◽  
Good Medium

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

scholarly journals A Sociolinguistic Analysis of the Use of Arabizi in Social Media Among Saudi Arabians

2019 ◽  
Vol 9 (6) ◽  
pp. 257
Author(s):  
Ashwaq Alsulami
Keyword(s):  
Social Media ◽  
Online Survey ◽  
Arabic Language ◽  
Future Research ◽  
Negative Attitudes ◽  
Advantages And Disadvantages ◽  
Computer Mediated ◽  
Latin Script ◽  
Saudi Arabians ◽  
Computer Mediated Communications

The aim of this sociolinguistically-oriented study is to explore the Arabizi phenomenon which is characterized by spelling Arabic words using the Latin script. It is prevalent in the text-based computer-mediated communications among Saudi Arabians. The study focuses on why Arabizi is used, how, particularly in respect to with whom and in which topics, it is used, the attitudes of its users toward its use and the perceived advantages and disadvantages of its use. Using an online survey, data were collected from 241 participants, 72 of which were users of Arabizi. The findings revealed that the primary reasons for using Arabizi were its being a communication code among youths and a compensation for the lack of Arabic keyboard from technological devices as well as being more expressive than Arabic language. It was also found that Arabizi was primarily used to communicate with friends and individuals of the same age, but not with parents and older people or in formal relationships. In addition, the study revealed that Arabizi is used in occasional conversations and social matters, but not in academic, scientific, business, economic, religious or poetry and literature- related topics. Arabizi users were found to hold both positive and negative attitudes based on different advantages and disadvantages of the phenomenon. These findings will be discussed and recommendations for future research will be given.

scholarly journals Virtual Reality Application in Engineering Assembly Education: A Review

2018 ◽  
Vol 2 (6) ◽  
pp. 17-23
Author(s):  
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Industrial Revolution ◽  
Tertiary Education ◽  
Learning Experience ◽  
New Era ◽  
Advantages And Disadvantages ◽  
Explorative Learning ◽  
History Of ◽  
Education Needs

Education needs to change working life in order to improve and ensure the latest technology has been adopted to cater the new era of industrial revolution. To reach this, a technological-oriented education is required for students. In this section, Virtual Reality (VR) technology is useful to get empirical experience in tertiary education. Moreover, virtual world provides a hazard-free and explorative learning experience. This paper reviews the application of VR in engineering education. This work also covers the usage of VR application which begins with the history of VR application, reasons of VR in education, key elements for immersive VR collaboration, and types of VR systems. The input / output devices which involved in VR systems were also discussed. This paper also reviews VR systems classification and usage of VR in education systems. VR in design application was finally reviewed followed by the advantages and disadvantages of VR systems and VR hardware. The last section provides future trends and conclusion

scholarly journals Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262011
Author(s):  
María José Solis-Grant ◽  
Camila Espinoza-Parçet ◽  
Cristóbal Sepúlveda-Carrasco ◽  
Cristhian Pérez-Villalobos ◽  
Iván Rodríguez-Núñez ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Psychometric Properties ◽  
Quantitative Research ◽  
Online Survey ◽  
Tertiary Education ◽  
Validity And Reliability ◽  
New Instrument ◽  
Confirmatory Factor ◽  
The One

Introduction During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities. Method The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements. Results From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922. Conclusion The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.

Service quality and student/customer satisfaction in the private tertiary education sector in Singapore

2017 ◽  
Vol 31 (4) ◽  
pp. 430-444 ◽  
Author(s):  
Susie Khoo ◽  
Huong Ha ◽  
Sue L.T. McGregor
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Tertiary Education ◽  
Primary Data ◽  
Content Type ◽  
Perceived Service Quality ◽  
Behavioural Intentions ◽  
Quality Literature ◽  
Academic Services

Purpose This paper focuses on students’ perceptions of the quality of non-academic services received in higher education. While the important role played by expectations and perceptions in students’ evaluations of such services has been discussed in much of the service quality literature, there is insufficient work in the private tertiary educational sector (PTES). Thus, the purpose of this paper is to examine the relationships between service quality, student satisfaction, and behavioural intentions in the PTES, using Singapore as a case study. Design/methodology/approach This study adopted quantitative research to address the research questions. Primary data were collected from 324 valid responses from a survey conducted in two private tertiary educational institutes (PTEIs) in Singapore. Findings The results suggested that perceived service quality is positively correlated to satisfaction; perceived service quality and satisfaction are positively correlated to favourable behavioural intentions; and the relationships among perceived service quality and loyalty and paying more for a service are mediated by satisfaction. Originality/value This study is significant as the results provide better insights for Singaporean administrators in PTEIs, which is an under-researched area. Generally, the results will have far-reaching implications for all stakeholders in the delivery and consumption of education services in PTEIs, within and beyond Singapore.

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