Entrepreneurial Skill Development in Indonesia and Nigeria through Project-Based Learning

This study analyzed how students in Indonesia and Nigeria used Project-Based Learning to develop their entrepreneurial skills. Qualitative methods with observation and documentation instruments used in this study. The success of the Project-Based Learning strategy is evaluated by reviewing projects completed by students. The findings of this study can be used by universities in Indonesia, Nigeria, and other countries as an alternative learning strategy. This research has never been done before because it examines entrepreneurial skills using Project-Based Learning in the context of Indonesia and Nigeria. The results obtained in Nnamdi Azikiwe University and Universitas Bengkulu<strong> </strong>indicated that PjBL approach increases students’ entrepreneurship skill development, creative thinking, and problem solving. These are very important for future entrepreneurial endeavours. Hence, PjBL is an effective method that can be used to enhance the entrepreneurial skill of students compared to the traditional class structure where the teacher or lecturer do more of the teaching with less students’ involvement. This study provides an alternative option for developing entrepreneurial skills through project-based learning in both Indonesia and Nigeria.

Pop-socialism: A new radical left politics? Evaluating the rise and fall of the British and Italian left in the anti-austerity age

This article draws from primary research – including 46 semi-structured interviews – to provide a comparative analysis of Jeremy Corbyn’s leadership of the British Labour Party between 2015 and 2020, and Nichi Vendola’s leadership of the Italian radical left between 2010 and 2015. It is claimed that both cases represent a new form of left politics – which we term pop-socialism – that combines popular-democratic appeals to the ‘people’ with the traditional class-based demands of democratic socialism. This contributes to recent literature on radical left politics and left populism by providing an insight into the underexplored relationship between popular-democratic and class politics. Moreover, the article provides an important empirical account of Corbyn and Vendola’s rapid mobilisation but also their equally abrupt decline.

Virtual Exchanges and Gender-Inclusive Toponymy An Intercultural Citizenship Project to Foster Equality

This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.

Using E-learning System in Jordanian Universities during the COVID-19 Pandemic: Benefits and Challenges

During the Coronavirus Disease 2019 (COVID-19) pandemic and the national lockdowns implemented in countries around the world, many universities worldwide made the transition from face-to-face delivery to online learning using e-learning systems. However, the successful transition from traditional class-based learning to online learning depends greatly on understanding the challenges related to the implementation and use of e-learning systems, as well as the technical and management factors that need to be enhanced. This study aimed to investigate the challenges related to the use of e-learning systems in Jordanian universities and to explore the technical and management aspects that impacted the successful implementation and use of e-learning systems during COVID-19. To achieve the study objectives, a questionnaire was developed by the researcher and distributed online to lecturers working at Jordanian universities. A total of 184 lecturers participated in the study. Based on the findings, the study provides recommendations which will help higher education policy makers, university management teams, and software developers build strategies to ensure the successful implementation and use of e-learning systems during the COVID-19 pandemic.

The Effectiveness of the Flipped Classroom in a 300 Level Terrorism Class

This study compares a 300 level terrorism class taught using a flipped classroom to the same class taught one year earlier in the traditional, face to face method. While one examination score was better for the face to face class, the flipped class did better than the traditional class on the final examination. Every other point of comparison showed no difference between the classes, except for the end of semester student evaluations, which were significantly higher for the face to face class than the flipped classroom.

The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

THE STUDY OF THE STRATEGIES OF STUDENTS’ EFFECTIVE PARTICIPATION IN COLLEGE ENGLISH INTENSIVE READING TEACHING

The traditional college English intensive reading class is mostly taught by teachers, students are passive learners, and the learning atmosphere is serious and the study is inefficient, which cannot meet the high requirements of modern society for the practical knowledge and ability of contemporary college students. The traditional class education mode should now been changed. In English intensive reading class, students show negative participation or even non-participation, so the teacher has become the master of English class teaching. The communication between students and teachers in speech, behavior and emotion is not ideal, therefore, on the basis of the inability to interact, teaching becomes more boring, students are more reluctant to participate in it. To solve this problem, the author tries to analyze the internal factors that influence students’ effective participation in intensive reading class, and external factors affecting students’ effectiveness. The effective participation strategies are put forward.

A Comparative Analysis of Traditional Flipping Versus Virtual Flipping

Flipped classroom approach is the most sought after neoteric pedagogical approach in the present times. This approach is clinching prodigious recognition as it employs a blend of techniques and technologies. The present study compared flipping a traditional class and a virtual class. The study aims to weigh the effects of flipping writing skills course in a traditional class and virtual class on the performance, attitudes and perceptions of English Language Learners’. The research used a quasi-experimental design with pre-test and post-test with a control group. The group consisted of 24 English language learners attending the level four foundations program at Nizwa College of Technology. The same group was given instructions by flipping traditional class for 3 weeks and virtual class for 3 weeks. Independent and paired sample t-tests were implemented for interpreting the pre-test and post-test data. The results showed a statistically significant difference between the writing skills course's traditional flip and virtual flip. It was evident that the students in traditional flip surpassed the students in virtual flip in performance. Students in both modes showed positive attitudes towards the approach. This study would benefit educators in Oman in general and at NCT, particularly in adapting a very effective approach that would help them improve students’ performance by involving them and making them responsible for their learning. The limitations of the study were absenteeism, limited sample size. There was also a little reluctance from students towards this approach. Studies on flipped classroom approach in language learning classrooms are limited, but studies on flipping a virtual class are even more limited. Very few researchers investigated the impact of flipping a virtual class. More research is needed in this aspect. More long-term research is needed with different skills and a larger sample size to uncover the efficacy of flipping both traditional and virtual class.

Mapping Genocide? Giving Visual Memory to Oral Culture

Yezidi religion and history had been largely transmitted orally until the late 20th century due to the closeness, isolation, and marginalization of the community in their various home countries. It was the advent of digitization that sparked a radical switch and concurrent emergence of a new class of protagonists who used social media as a tool to theorize and generalize sacred knowledge. The new actors often do not belong to the traditional class of clergy in charge of preserving and transmitting this information. In this chapter, I argue that their use of social media to spread deliberate knowledge has contributed to the development of new forms of identity and loyalty among Yezidi groups in Syria and Iraq.

The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.