Social Media and Student With Disabilities

In the past decade, social media has become an increasingly prevalent, being the daily form of communication and entertainment for a majority of individuals. Social media and networking sites are not designed to appeal to a specific type of personality and are designed to benefit many. The students of Generation Z respond positively to teaching styles that incorporate technology-based learning, and frequent communication or feedback. Gen Z students with disabilities are entitled to the same opportunities and experiences as their peers without disabilities. This includes being exposed to various forms of social media to discover alternative ways to communicate, interact with the community, find information and access entertainment. While other members of Generation Z possess the capability to pick up a smart phone or computer, create a social media account and figure out the functions independently, students with disabilities may require explicit instruction, strategies and practice with social media usage.

Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

STUDENTS’ PERCEPTION TOWARD TEACHERS’ ATTITUDE, TEACHING STYLE, AND TEACHING STRATEGIES IN LEARNING ENGLISH

Teachers’ attitudes, teaching styles, and teaching strategies are needed to motivate students’ enthusiasm and interest in learning English. This study aims to analyze students’ perceptions of teachers’ attitudes, styles, and strategies. This study uses quantitative method with a survey design which used a questionnaire as the research instrument to get data. The study is conducted by using Google Form to get the data from the participants. The population of this study is the students of English Department of Zainul Hasan Islamic University Genggong. The sample used in this study are thirty-six students that are from several high schools around the area of Kraksaan. The collected data of this study is then analyzed by using a statistical formula to get the percentage of each question. The results shows that most of the teachers high schools around the area of Kraksaan have good attitudes and strategies in teaching English.

Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles

Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.

Views of Erasmus+ Exchange Students Studying in the Field of Sports in Different Countries Regarding the Programme

This study aims to analyze the views of Erasmus+ Exchange students studying in the field of sports in different countries regarding the programme. In the study, descriptive phenomenology design, one of qualitative study designs, was used. In accordance with this aim, five open ended questions answered by 14 foreign students participating in the Erasmus+ exchange programme in different universities offering sports science programmes in Portugal were analyzed through content analysis. The data obtained from the students were discussed under five themes, which are; reasons for participating in the programme, contribution to the field, challenges faced, similarities and differences with their education and suggestions. The views expressed by the students reveal that their reason for participating in the programme is to experience different cultures; the contribution of the programme to their field is the different course styles; the challenges they face are language and financial challenges; the similarity with the education in their country is the course contents and the difference is the teaching styles; and their suggestion is that the students shouldn’t be afraid to participate in exchange programmes.

Trigger videos: a novel application of a tool for surgical faculty development

Background Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants’ attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting. Methods Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed. Results A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice. Conclusions Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.

From unrequited love to sleeping with the enemy: COVID-19 and the future relationship between UK universities and professional accounting bodies

Purpose This paper aims to examine the effects of coronavirus disease 2019 (COVID-19) on the relationship between UK universities and professional accounting bodies (PABs) in the context of the accreditation system and how well prepared this relationship was to observe and respond to the pandemic. Design/methodology/approach The research draws on 10 semi-structured interviews and correspondence, with six English universities in the context of their relationship with three PABs to build an extended analytical structure to understand the nature and extent of the accreditation system in light of COVID-19. Findings The study shows that COVID-19 has highlighted pedagogical and ideological conflicts within the PAB–university relationship. The analysis shows that, in an attempt to resolve these conflicts, universities demonstrate “unrequited love” for PABs by limiting changes to assessments to meet the PABs’ criteria. Indeed, PABs face very little resistance from universities. This further constrains academics by suppressing innovation and limiting their scope to learn and adopt new skills, habits and teaching styles. Originality/value The paper highlights the weakness of the PAB–university relationship. Moreover, it shows that rather than using the pandemic crisis to question this relationship, PABs may seek to promote their accounting pedagogy and retain greater control of the accounting curriculum. This can entail the transformation of academics into translators of PABs’ accounting pedagogy rather than exercising academic freedom and promoting critical thinking.

Styles of educational activities and teaching styles of teachers and the experience of subjectivity by students during remote lessons in grades 1-3 of primary school during the COVID -19 pandemic

The aim of the article was to present how teachers deal with managing online lessons. The author focused on the following categories: teacher learning styles, communications styles from teachers to students and lesson time. Results are based on observations of lessons conducted via the MS Teams during the COVID-19 pandemic. It was established that the dominant style of action of educators working with students of early childhood education is The instruction style is a dominant style of surveyed teachers. Most often they send directive messages to their students, and students spend an average of 22 minutes on learning new material during a whole lesson. The results were the starting point for answering the question about the opportunity to experience subjectivity during online lessons

Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

Teachers’ Teaching Styles, Students’ Learning Styles and Level of Competencies of Children With Special Needs in Secondary Public Schools of Zone Iv, Division of Zambales

The focal objective of this study was to examine the various teaching styles, learning styles, as well as the level of competencies of children with special needs in the Secondary Public schools of Zone IV, Division of Zambales during School Year 2018-2019.The aforesaid study applied quantitative descriptive research design with questionnaire as the main instrument in gathering from teacher and students with special needs. Moreover, the study revealed that the Special Education (SPED) teacher is typically female, in her early adulthood, married, master’s degree holders with almost a decade in the teaching service and few numbers of attendance to seminars and training. The Special Education (SPED) student learning style was “visual learning”. There is substantial difference on competence level when congregated conferring to grade level, and age. There is significant difference on the learning styles of SPED students when grouped according to grade level, and age profile. There is significant difference on the teaching styles when clustered according to sex, age, highest educational attainment, length of years in service and number of trainings. Finally, the researcher recommended that if budget warrants, the school administrators should prioritize sending teachers handling SPED class for training and seminars to keep abreast on the new trends in teaching physically handicap students; hiring legitimate and experts in SPED program should be hired for better implementation of the program is strongly encourage; to administer/conduct a parallel or similar study in order to validate and confirm the findings attained in the study.