Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL learners

Covid-19 pandemic made a sudden shift of all ages to online learning and distance learning instructions. However, there is a paucity of research to address the possible impacts of the pedagogical shift integrated into new online platforms on learning, interaction, and assessment, especially in higher education settings from the vantage point of EFL students. Framed in a descriptive quantitative study, the main objective of this study includes two folds: a) to identify the possible effects of online learning via Microsoft TEAMS platform during the COVID-19 pandemic on assessment, interaction, and learning English as a foreign language from EFL students’ perception and b) to reveal the possible significant correlation between learning, interaction and online assessment via Microsoft TEAMs. Data were collected using a developed questionnaire consisting of 30 items focusing on three dimensions: interaction, learning, and assessment among 440 EFL students whose major was English at the College of Basic Education in Kuwait. At the significance level of 0.01, the results revealed the effect of online learning via Microsoft TEAMS during the COVID-19 pandemic on learning of English skills, students’ interaction and achievement assessment as perceived by the EFL students in the English Language Department in the CBE was rather high, moderate and moderate and moderate respectively. There is a strong/high statistically significant correlation between Interaction and Assessing (r = 0.538), interaction and Learning (r = 0.747). There is a statistically significant moderate correlation between Assessing and Learning (r = 0.467). This study is of some pedagogical and assessment ramifications for EFL contexts in the pandemic era.

Research on Hybrid Teaching in the Experimental Teaching of Principles of Computer Composition

Aiming at the issue of professional engineering certification, this article introduces the hybrid teaching method to the teaching of Principles of Computer Composition, as the core course of computer specialty in applied undergraduate colleges, as well as discusses the experimental teaching method of this course. The teaching scheme is designed in the aspects of experimental teaching platform, teaching content, and student achievement assessment. By making full use of online and offline resources, this teaching method realizes the diversification of learning materials and learning means, the three-dimensional learning space and learning time, as well as effectively improves the teaching effect and quality.

Analisis Kebutuhan Penilaian Capaian Literasi STEM Peserta Didik dalam Pembelajaran Biologi

STEM literacy in education aims to be able to prepare students to be able to compete in the world of education in the world of work in the future. The benefit of STEM Literacy is that it makes students more skilled in all areas including science, technology, mathematics, and engineering. In ad- dition, STEM literacy can also make students improve their critical thinking skills and become crea- tive, logical, innovative, productive and relate directly to real conditions. This study aims to analyze the needs of students' STEM literacy achievement assessment in learning biology. The type of research used is descriptive, with data collection techniques carried out by conducting observations and inter- views. The results showed that biology learning has been implemented based on STEM literacy, stu- dents are still less enthusiastic in reading, students are more interested in learning related to technol- ogy, teachers do not know the assessment of students' STEM literacy achievement in biology learning.

Teaching Reform of Environmental Impact Assessment Course Focusing on Practical Ability Training

The environmental impact assessment course is a comprehensive and practical course for environmental science and engineering major. Environmental impact assessment is also an important employment direction for environmental science and engineering students after graduation. Continuous research on the teaching reform of this course is necessary for cultivating talents with strong creativity and practical ability. Based on the analysis of the current situation of the course teaching, it is proposed to update content of course, appropriately increase class hours, highlight the case-based practice teaching, clarify the teaching goals, highlight the direction of employment (environmental impact assessment engineers), focus on cultivating application and innovation capabilities, reform achievement assessment methods and other corresponding measures and solutions.

The Policy of Cooperative and Small and Medium Enterprises Office in Improving Cooperative Achievement in Lampung Province

Outstanding Cooperatives are cooperatives that have achievements in obtaining their performance in terms of organizational aspects, management, management aspects, productivity aspects, and benefit and impact aspects of cooperatives that are stipulated by the Decree of the State Minister for Cooperatives and Small and Medium Enterprises. The State Ministry for Cooperatives and Small and Medium Enterprises (Kementerian Koperasi dan Usaha Kecil Menengah) has launched a cooperative achievement assessment program to develop and make existing cooperatives a success. The prediction of cooperative achievements is expected to motivate existing cooperatives to function as economic institutions capable of improving the welfare of members in particular and society in general and building a national economic order that creates a developed, just. A prosperous society based on Pancasila and the 1945 Constitution. Building a national economic order creates a developed, just, and prosperous society based on Pancasila and the 1945 Constitution.

SCHOOL BIOLOGICAL EDUCATION WITH A FOCUS ON WORLD EXPERIENCE

The international student achievement assessment program (PISA) is an international assessment of skills and knowledge from 15-year-old students, in addition, it provides information on a range of factors that contribute to successful studies, schools, and the education system. PISA is the result of joint efforts of the Organization for economic cooperation and development (OECD) member countries. As PISA is an international assessment, it measures skills that are universally recognized as key outcomes of the educational process. Instead of testing on facts, the assessment focuses on young people at the end of compulsory school education and their ability to use their knowledge and skills to meet real-world challenges

Investigating the correlation between students’ perception of authenticity in assessment and their academic achievement in the associated assessment tasks

The objective of this research was to investigate the factors of assessment that students undergoing authentic assessment perceived to be significant regarding their academic achievement. This project advanced past research by the authors which found that the academic achievement of seafarer students was significantly higher in a formatively implemented authentic assessment compared with a summative traditional assessment. The academic achievement (assessment scores) was based on the students’ performance in analysing information presented in a real-world context (authentic assessment) as opposed to the analysis of information presented devoid of a real-world context (traditional assessment). Using the data obtained from students undergoing the authentic assessment, this project correlated their perceptions of authenticity for factors of assessment to their scores in the associated task. Stage 1 focused on deriving the factors conceptually from the definition of the authentic assessment by the authors, based on which a perception survey questionnaire was designed. Stage 2 extracted new factors through a factor analysis conducted using the software SPSS. Both stages of investigation found that the factor of transparency of criteria was a significant predictor of the students’ academic achievement.

Rewriting burnout as metaphor

Today’s healthcare professionals shoulder consequences of budget cuts, staff shortages, longer hours and a growing, aging patient population. To address support for both patients and staff in this challenging context, the kidney dialysis unit of a major Italian hospital was chosen for a three-phase pilot study of Metaphoric Affect Processing (MAP). MAP is a metaphor-based interview technique designed to enhance wellbeing in hospital settings by facilitating the identification, verbalization and regulation of affect as metaphor. The subject of this article is Phase 1 of the study, which focused on mitigation of burnout symptoms among peritoneal and hemodialysis nurses. In Phase 1, nurses were offered weekly group sessions of MAP training. All participants learned to use codified, “poetic” dialogue to explore, share and metaphorically “rewrite” present-moment feelings. By the end of training, a number of nurses also qualified as MAP facilitators themselves. Nurses’ pre-training burnout levels were measured in subcategories of depressive anxiety, loss of empathy, and reduced sense of personal achievement. Assessment after MAP training confirmed nurses’ self-reports of having engaged metaphor to address these aspects of burnout, reducing stress levels, increasing empathy among colleagues and expanding perspective. Phase 1 outcomes suggest that MAP may be an effective intervention to boost wellbeing for healthcare workers at high risk for burnout, and merits further study. This article also offers an overview of MAP’s early development with patient populations in cancer treatment and acute care psychiatric settings.

Teachers’ Classroom Check -in Check -out Influence

<p>The class, check in, check out influences of teachers were studied in three classroom modes, serious, friendly and authoritative & dominating to assess effects of these on students self-assessed classroom achievements. Class teachers of same grades in primary schools exercised prescribed modes for one month. 180 students participated: 60 each in the experimented three classes. Each participating student reported self-assessed classroom achievements on a five point classroom achievement assessment scale. It was assumed that modes would affect self-assessed classroom achievements. Results achieved by SPSS ANOVA analysis indicated significant difference in all modes on achievement ratings. Teachers’ training and policy implementations discussed.</p>