scholarly journals The Effect of Using Blackboard on English Majors’ Writing Proficiency and Attitudes

2018 ◽  
Vol 7 (6) ◽  
pp. 73
Author(s):  
Mohamed Ali Mohamed Kassem
Keyword(s):  
Positive Attitude ◽  
Personal Information ◽  
Implementation Strategies ◽  
Mediated Learning ◽  
Writing Proficiency ◽  
Computer Mediated ◽  
English Majors ◽  
Students Attitudes ◽  
Positive Effect

This article reports the findings of a case study on the implementation of Blackboard Learning Management System in the Department of English, Prince Sattam bin Abdulaziz University, Saudi Arabia. The study aims at exploring the effects of using Blackboard, an interactive computer-mediated learning environment, on English majors’ writing proficiency and examining their attitudes towards the use of Blackboard. Three indicators were used, namely, accuracy, fluency and complexity to estimate students’ writing proficiency. The Profile of Larsen-Freeman (2006) was employed to assess students’ writing proficiency. Students’ attitudes were measured through a questionnaire that is divided into three domains: (a) demographic and personal information, (b) implementation strategies of Blackboard and (c) students’ attitudes towards Blackboard. Results of the study revealed a significant positive effect of using Blackboard on developing English majors’ writing proficiency. In addition, students showed a positive attitude towards the use of Blackboard.

scholarly journals Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 197-207
Author(s):  
Mutiara Wulandewi ◽  
Kusrin Kusrin ◽  
Putri Kamalia Hakim
Keyword(s):  
Online Learning ◽  
Language Skills ◽  
Role Play ◽  
Internet Access ◽  
Limited Feedback ◽  
Mediated Learning ◽  
Descriptive Case Study ◽  
Students Attitudes ◽  
Data Collections

The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.

scholarly journals On the Learning of geometric concepts using Dynamic Geometry Software

RENOTE ◽  
2004 ◽  
Vol 2 (1) ◽  
Author(s):  
Alex Sandro Gomes ◽  
Gerard Vergnaud
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Theoretical Framework ◽  
Dynamic Geometry Software ◽  
Mediated Learning ◽  
Computer Mediated ◽  
Geometric Concepts ◽  
Geometrical Concepts ◽  
Geometry Learning

Many results on computer mediated geometry learning conclude about different heuristic approaches to problem solving with Dynamic Geometry Software (DGS). However, little is described concerning conceptualization process. We used a theoretical framework built upon constructivist foundations for analyzing mediated learning of specific geometrical concepts. Our point is illustrated in a case study in which we analyzed studentsí interaction with a DGS. Our results points to a clear mapping of potential conceptualization of geometry in software using.

Online Interaction Styles

2010 ◽  
pp. 138-149
Author(s):  
Dazhi Yang ◽  
Jennifer C. Richardson
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Mediated Learning ◽  
Online Interaction ◽  
Interaction Style ◽  
Interaction Styles ◽  
Computer Mediated ◽  
Vicarious Interaction ◽  
Active Interaction

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-mediated discussions (Sutton, 2001). Such interaction styles include the active interaction style (Beaudion, 2002), the vicarious interaction style (Sutton, 2001), and the mixed or balanced-interaction style. The purposes of this chapter are to: (1) examine relative studies on students’ online interaction styles; (2) propose a hypothesis that students’ online interaction styles can change during the course of computer-mediated discussion; (3) conduct a case study on students’ online interaction styles to test the hypothesis. This chapter reviews current issues related to students’ online interaction styles. It offers practical suggestions on the design of online learning environments, instructor’s role in online courses, and educational tools to facilitate students in adapting to more active interaction styles in computer-mediated learning environments.

scholarly journals Kulttuurienvälisen tietoisuuden ja kieliasenteiden kehittyminen CLIL-opetuksessa

2018 ◽  
pp. 77-96
Author(s):  
Anssi Roiha ◽  
Mélodine Sommier
Keyword(s):  
Language Learning ◽  
Effective Teaching ◽  
Positive Attitude ◽  
Language Teaching ◽  
Comprehensive School ◽  
Teaching Approach ◽  
Target Language ◽  
Intercultural Awareness ◽  
Positive Effect

CLIL (Content and Language Integrated Learning) has been claimed to create a positive attitude towards languages and language learning in general and to raise intercultural awareness. The studies on the topics have however remained scarce. This study examines the issue from former pupils’ perspective. The 24 participants, who received English-medium CLIL during their comprehensive school in the 1990s, were interviewed in-depth and the data were analysed qualitatively. Most participants felt that CLIL had had a very positive effect on their attitudes towards English. However, many considered that CLIL had partly been detrimental to their attitudes towards and learning of other languages. The views on intercultural attitudes differed more. Some participants however considered that CLIL had raised their intercultural awareness. This case study demonstrates that CLIL can be an effective teaching approach regarding pupils’ target language and intercultural attitudes which provides implications for future CLIL education and language teaching in general.  

scholarly journals SIKAP SISWA TERHADAP PEMBELAJARAN GEOMETRI MELALUI MODEL PACE BERBANTUAN GEOGEBRA

2019 ◽  
Vol 4 (2) ◽  
pp. 129-140
Author(s):  
Nurfadilah Siregar ◽  
Nani Ratnaningsih
Keyword(s):  
High School ◽  
Study Design ◽  
Junior High School ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Case Study Design ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Geometry Learning

The aim of this study is to look at students' attitudes towards Geometry learning through the PACE model assisted by GeoGebra in one of junior high school in Cimahi City. The method used in this study is descriptive qualitative with a one-shoot case study design. After students taught during Geometry learning, namely by using the PACE model assisted by GeoGebra, at the end of the learning students are given a Likert model attitude scale questionnaire containing 21 statements with four choices. The results showed that students' attitudes towards the five indicators measured all showed positive attitudes. The attitude shown by the students' answers to the proposed statements shows the positive attitude of students towards interest, seriousness, and pleasure during Geometry learning through the GeoGebra-assisted PACE model.

Implementing Computer-Interpretable CSCL Scripts with Embedded Assessment

2011 ◽  
pp. 261-277 ◽  
Author(s):  
Eloy D. Villasclaras-Fernández ◽  
Juan I. Asensio-Pérez ◽  
Davinia Hernández-Leo ◽  
Yannis Dimitriadis ◽  
Luis de la Fuente-Valentín ◽  
...  
Keyword(s):  
Life Cycle ◽  
Design Patterns ◽  
Mediated Learning ◽  
Computer Supported Collaborative Learning ◽  
Embedded Assessment ◽  
Computer Mediated ◽  
Cscl Scripts ◽  
Whole Life Cycle ◽  
Assessment Activities

This chapter presents a proposal for a pattern-based approach for Computer Supported Collaborative Learning (CSCL) scripts that aims to integrate learning and assessment activities. After a general presentation of the approach, the chapter will focus on a case study which covers the whole life-cycle of a CSCL script with embedded assessment activities. The case, which took place in the context of a computer-mediated learning environment, includes the design, instantiation, enactment and evaluation of the script. Focusing on the relevance of the assessment activities which are integrated in the script, the case study illustrates the complexity of formalizing computer-interpretable CSCL scripts with embedded assessment. The usage of design patterns is proposed as a means of providing support and hiding the complexity of creating and enacting such scripts. The case study shows the feasibility of this approach, and provides information about the requirements of CSCL script authoring tools to employ assessment and learning design patterns to support non-expert designers in those tasks.

scholarly journals Analysis of Using Multimodal Feedback in Writing Instruction from EFL Learners’ Perspective

2018 ◽  
Vol 8 (4) ◽  
pp. 21
Author(s):  
Ying Zhang
Keyword(s):  
Writing Instruction ◽  
Visual Feedback ◽  
Positive Attitude ◽  
Multimodal Feedback ◽  
Efl Learners ◽  
Potential Value ◽  
English Majors ◽  
The Relationship

The present study aims to investigate EFL learners’ perceptions of multimodal feedback on writing and their use of screencast feedback in revision. Six English majors participated in the case study for 8 weeks. In analyzing diaries and the follow-up interview, it was found that participants reported a positive attitude towards the use of screencast feedback on writing. The audio-visual feedback was viewed as beneficial in motivating and engaging students in writing. The multimodal comments were effective to meet students’ diverse needs and build up the relationship between teacher and students. It was also reported by the participants the potential value of using screencast feedback to encourage students to take active actions in revision.

Contamination Lab of Turin (CLabTo)

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI
Keyword(s):  
University Students ◽  
Single Case ◽  
Real Life ◽  
Learning By Doing ◽  
Assessment Data ◽  
Entrepreneurial Skills ◽  
Fields Of Study ◽  
Education Levels ◽  
Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

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