scholarly journals Teaching Research Writing to Chinese Graduate Students: A Guided Discovery Genre Approach

2021 ◽  
Vol 11 (6) ◽  
pp. 112
Author(s):  
Hua Guo
Keyword(s):  
Learning Experience ◽  
Future Research ◽  
Research Writing ◽  
Guided Discovery ◽  
Chinese Graduate Students ◽  
Survey Results ◽  
Textual Organization ◽  
Writing Instructors ◽  
Written Assignments ◽  
Guided Inductive

One of the biggest challenges graduate-level research writing instructors face is how to motivate students in large and multidisciplinary classes effectively. This article explores the influence of a guided inductive and discovery-based genre approach on improving students’ knowledge of research writing. A questionnaire survey was conducted, and some of the students’ written assignments were analyzed. The survey results show that the students were generally satisfied with this approach and affirmed its effectiveness in increasing their knowledge of the textual organization, format and documentation, and language style in research writing. Examining the students’ written analysis of the move structure of abstracts indicates that this approach has enhanced the students’ ability to identify moves and facilitated their acquisition of more appropriate genre knowledge. Further examination of the students’ written reflections reveals a more in-depth understanding of their learning experience. Implications and directions for future research are discussed.

scholarly journals How to Program a Chatbot – An Introductory Project and Student Perceptions

10.28945/4283 ◽  
2019 ◽  
Keyword(s):  
Student Perceptions ◽  
User Interfaces ◽  
Technological Development ◽  
Learning Experience ◽  
Future Research ◽  
Teaching Resources ◽  
Survey Results ◽  
Prior Experiences ◽  
Future Work ◽  
Near Future

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: In this article, we introduced a project on teaching chatbot programming in an information systems class. Background: One of the most fascinating developments in computer user interfaces in recent years is the rise of “chatbots”. Yet extent information system (IS) curriculum lacks teaching resources on chatbots programming. To better prepare students for this new technological development and to enhance the IS curriculum, we introduce a project that teaches students how to program simple chatbots, including a transactional chatbot and a conversational chatbot. Methodology: We introduce a project that teaches students how to program two types of simple chatbots, a transactional chatbot and a conversational chatbot. Following the project instructions, students can get their first intelligent chatbots up and running in a few hours using Slack. This article describes the project in detail as well as students’ perceptions. We also conducted a survey to examine students’ perceptions on their learning experience. The survey results are reported as well. Findings: Our survey on students’ perception of the project finds that learning chatbots is deemed very useful because chatbot programming projects have enabled the students to understand the subject better. We also found that social influence has positively motivated the students to learn chatbot programming. Though most of the students have no prior experiences programming chatbots, their self-efficacy towards chatbot programming remained quite high after working through the programming project. Despite the difficult tasks, over 71% of respondents agree to various degrees that chatbot programming is fun. Though most students agree that chatbot programming is not easy to learn, more than 70% of respondents indicated that they will use or learn chatbots in the near future. The overwhelmingly positive responses are impressive given that this is the first time for the students to program and learn chatbots. Future Research: For future work, we plan to expand the teaching resources to cover more advanced chatbot programming projects, such as on how to make chatbot more human-like.

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

scholarly journals Children’s Label-Learning Experience within Superordinate Categories Facilitates their Generalization of Labels for Additional Category Members

2017 ◽  
Vol 21 (1) ◽  
pp. 51-83
Author(s):  
Emily E. Russell
Keyword(s):  
Perceptual Organization ◽  
Learning Experience ◽  
Experimental Designs ◽  
Learning Ability ◽  
Future Research ◽  
Learning Biases ◽  
Quasi Experimental ◽  
Multiple Accounts ◽  
The Relationship ◽  
Specific Label

Abstract In two studies, we tested the relationship between children’s label-learning experience and label-learning ability within diverse superordinate categories with complex perceptual organization (animals, clothing, foods). Using both quasi-experimental and experimental designs, we examined 18- and 24-month-old children’s ability to generalize labels for novel members of superordinate categories as a product of their previous experience in learning labels for members of those categories. As predicted, children properly generalized more labels for members of the categories within which they had more label-learning experience than for members of the categories within which they had less label-learning experience. Results are consistent with the idea that children develop category-specific label-learning biases through their experience in learning labels for category members; they carry implications for multiple accounts of vocabulary acquisition and identify directions for future research.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

Heuristics for Domain-Independent Planning: A Survey

2011 ◽  
Vol 135-136 ◽  
pp. 573-577 ◽  
Author(s):  
Rui Shi Liang ◽  
Min Huang
Keyword(s):  
State Space ◽  
Heuristic Search ◽  
Research Work ◽  
Future Research ◽  
Survey Analysis ◽  
Work Related ◽  
State Space Search ◽  
Survey Results ◽  
Domain Independent ◽  
Intense Research

Increasing interest has been devoted to Planning as Heuristic Search over the years. Intense research has focused on deriving fast and accurate heuristics for domain-independent planning. This paper reports on an extensive survey and analysis of research work related to heuristic derivation techniques for state space search. Survey results reveal that heuristic techniques have been extensively applied in many efficient planners and result in impressive performances. We extend the survey analysis to suggest promising avenues for future research in heuristic derivation and heuristic search techniques.

scholarly journals Finding Research Topic and Its Effect on Research Learners’ Motivation: An Action Research

2020 ◽  
pp. 36-47
Author(s):  
Jigme Dorji
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Intervention Strategies ◽  
Research Topic ◽  
Methods Course ◽  
Future Research ◽  
Post Intervention ◽  
Language And Culture ◽  
Interest And Motivation

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided. 

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

scholarly journals The effect of subordinate motivation on performance

2011 ◽  
Vol 24 (3) ◽  
pp. 553-574
Author(s):  
Euijin Kang ◽  
EunKyoung Chung ◽  
YoungWoo Sohn
Keyword(s):  
Achievement Motivation ◽  
Attributional Style ◽  
Future Research ◽  
Attribution Style ◽  
Personal Need For Structure ◽  
Emotional Display ◽  
Survey Results ◽  
And Performance ◽  
High Level ◽  
The Relationship

The purpose of this study is to examine whether subordinate attribution style on leader emotional (positive and negative) display moderates the relationship between subordinate achievement motivation/personal need for structure(PNS) and performance. 75 employees in the sales department of a pharmaceutical company participated in the survey. Results showed that subordinates using person-attribution style on leader negative emotional display performed better than those using performance-attribution style, though they had the same high level of explicit achievement motivation and PNS. That is, the moderating role of subordinate attributional style on leader negative emotional display was verified. On the contrary, subordinate attributional style on leader positive emotional display did not moderate the relationship between subordinate explicit achievement motivation/PNS and performance. Theoretical and practical implications, limitations, and future research are discussed.

scholarly journals Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
George Veletsianos ◽  
Aaron Doering
Keyword(s):  
Educational Technology ◽  
Elementary School Children ◽  
Learning Experience ◽  
Student Experiences ◽  
Future Research ◽  
Complex Environments ◽  
Learning Program ◽  
Research And Practice ◽  
Adventure Learning

<span>In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design.</span>

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