Practices For Learners Research Articles

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

The research is financed by Reform of the Practical Teaching Mode of Enterprise Resource Planning Based on the Cultivation of Students' Learning Ability(55611219) Abstract At present, the migration of learners from offline classroom to online learning space faces the problem of high dropout rate. Previous research suggested that self-regulated learning practice is a key factor affecting the effectiveness of online learning, but the research on the driving causes of self-regulated learning is still in the exploration stage. In the study, the impact on self-regulated learning practice is investigated. Based on the practice theory of Bourdieu, a large number of interviews was conducted by the grounded theory methodology. The results indicated that the impact on learners' self-regulated learning practice was accomplished by four aspects, i.e., online field structured, capitals reproduced, new habitus generated and practice of self-regulated learning. The managerial implications from our study are discussed finally. Keywords: Bourdieu theory; self-regulated learning; practice DOI : 10.7176/EJBM/11-32-01 Publication date: November 30 th 2019

쉐도잉 연습이 EFL 학습자들의 말하기 불안감에 미치는 영향

쉐도잉 연습이 EFL 학습자들의 말하기 불안감에 미치는 영향

Integrating Western and Arab leadership development practices: An example of the Challenge Bridging Global and Local Adult Learning Perspectives

In response to an insufficiently skilled labour force, Arab countries are looking to Western adult learning perspectives. However, Western practices cannot be implemented without consideration of regional culture. This large-scale study aims to identify best leadership development practices for Arab adult learners and examines how these practices might best fit with local cultural contexts. To determine effective practices for Arab leaders, the Delphi process was utilised to survey 24 experts in the field of executive education. In addition, eight experts were interviewed and 1,500 business leaders from 17 different countries were surveyed. Hierarchical Linear Modelling (HLM) was used to examine indices for individual level relationships, as well as country level relationships. Findings suggest that adult learning practices must be ‘customised’ to address the tension between global and local perspectives. Previous experiences of Western practices are equally important. Traditional schooling experiences may foster deep resistance to unfamiliar ideas and practices.

How Museum Teachers Scaffold Emergent Bilingual Learners’ Meaning-making During Field Trips

ABSTRACTThis study investigates museum teachers’ perceptions of instructional practices for emergent bilingual students (also known as “English language learners”) within a field-trip setting. Through a survey, focus group, and interviews we explore how prepared museum teachers felt to teach emergent bilingual learners and what type of museum practices and resources teachers described as best scaffolds for these students. Findings indicate that museum teachers did not feel confident in their abilities to serve the needs of emergent bilingual learners, but that artifacts and the dialogues surrounding them were perceived as important scaffolds. However, teachers also indicated the constraints of a field-trip setting made scaffolding difficult to enact. The study points to the need for museum teachers to be supported in consistently enacting best practices for emergent bilingual learners.

Contributions of declarative and procedural memory to accuracy and automatization during second language practice

AbstractExtending previous research that has examined the relationship between long-term memory and second language (L2) development with a primary focus on accuracy in L2 outcomes, the current study explores the relationship between declarative and procedural memory and accuracy and automatization during L2 practice. Adult English native speakers had learned an artificial language over two weeks (Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter & Wong, 2014), producing four sessions of practice data that had not been analyzed previously. Mixed-effects models analyses revealed that declarative memory was positively related to accuracy during comprehension practice. No other relationships were evidenced for accuracy. For automatization, measured by the coefficient of variation (Segalowitz, 2010), the model revealed a positive relationship with procedural memory that became stronger over practice for learners with higher declarative memory but weaker for learners with lower declarative memory. These results provide further insight into the role that long-term memory plays during L2 development.

Metacognitive Instruction for Peer Review Interaction in L2 Writing

While previous research on peer feedback in L2 writing has stressed the importance of training in giving useful comments on peer’s writing, very few studies have specifically explored metacognitive training in peer review interaction in terms of the perception and actual reviewing practices of L2 learners. This mixed-methods study employed a 12-week intervention course in L2 writing, in which eighteen Secondary One students, aged 12–13 years, received metacognitive training in peer review interaction. The training focused on metacognitive knowledge and metacognitive regulations. The results showed that, first, metacognitive training in peer review interaction helped change the perception of these young learners and increased their level of engagement and collaboration during the five peer review tasks. Second, metacognitive training appeared to encourage students to provide more content-related feedback than language-related feedback during dyadic interactions. Finally, it was found that the students were able to seriously consider their peer feedback when revising the peer-reviewed drafts, but written feedback had a much higher chance of being incorporated than did oral feedback. The pedagogical implications of these findings were discussed.

Les pratiques des apprenants du français langue étrangère lors de la rédaction d’un résumé dans le LMOOC Paroles de FLE

This sort of action-research exploratory study aims to examine the effect of an open and massive online language course (lmooc, in English) on the practices of fle learners in writing a summary in French as a foreign language (fle, in French) by Jordanian students in the department of modern languages at Yarmouk university. To carry out our study, two surveys were implemented —a Delphi-type consultative survey and a qualitative interview-type survey. Results showed that the use of lmooc in writing an abstract incorporate new steps into writing activity, such as note-taking and review by peers. The use of external and internal resources has had an important impact not only on the semantic, graphomotor and linguistic levels of writing activity, but also on the students’ reflective attitude towards their writing and peer assessment.

Pharmacists' experiences and perceptions about simulation use for learning and development of clinical skills in Kuwait.

Background There has been a worldwide exponential rise in simulation use in health professions education. Most of the evidence about simulation-based education (SBE) comes from Western educational systems. Little is known about simulation use in the education and training of pharmacy students and pharmacists in the Middle Eastern countries. Objective To explore pharmacists' experiences, perceptions and attitudes toward simulation use for learning clinical skills in Kuwait. Setting Different governmental hospitals across the State of Kuwait. Method This was an exploratory descriptive study of pharmacists' perceptions about SBE. A mixed-method research design was employed whereby 110 hospital pharmacists participated in focus groups and completed self-administered surveys. The focus group interviews were audio-recorded, transcribed verbatim and analysed using framework analysis. Descriptive statistics were used to describe characteristics of study participants and survey findings. Main outcome measure Pharmacists' experiences, perceptions and attitudes toward SBE. Results A total of 110 pharmacists participated in the focus groups, of whom 88 completed the survey (80% response rate). The focus groups revealed that pharmacists had different experiences in relation to simulation use which included learning, assessment, and less frequently reported in their training as practitioners. They identified many benefits of simulation such as enhancing knowledge retention and allowing learners practice and rehearse clinical skills in safe environments. Participants' perceived barriers to simulation use in pharmacy students' training included the need for qualified faculty and simulated patients, time constrains to incorporate simulation in faculty teaching and reluctance of learners/educators to use simulation. Most participants expressed positive attitudes toward simulation and welcomed its integration in pharmacy students' learning. In response to survey, 26.1% of pharmacists reported having no prior experience in the use of simulation. The top reported barriers to using simulation for learning were time constrains (22.7%) and the need for qualified faculty (6.8%). Conclusion Pharmacists in Kuwait have diverse experiences regarding simulation use for learning. They expressed positive attitudes toward simulation use for learning clinical skills. Efforts are needed to standardize and expand simulation use in the education and training of pharmacy students, trainees and practitioners to equip them with the clinical skills essential for pharmacy practice.

Applying a SWOT analysis to inform educational provision of learners on the autism spectrum

Purpose Requests for increased support within mainstream school settings within the field of autism tend to take place across most international educational scenarios. In light of such recommendation, the purpose of this paper is to outline how the implementation of a strengths, weaknesses, opportunities and threats (SWOT) analysis within educational settings might be beneficial in order to improve the support provided for learners on the autism spectrum (AS). Design/methodology/approach Although a SWOT analysis framework is generally carried out in corporate domains for companies and firms to investigate their competitive impact within the marketplace so as to develop future concepts, this analysis structure may also be usefully applied within educational settings so as to inform practice. Findings If implemented in an effective manner, a SWOT analysis will potentially provide a comprehensive synopsis of the issues and concerns which are relevant for considering and evolving the provision of support for students. Indeed, it will enable educational environments to enhance their strengths so as to increase appropriate opportunities and address the weaknesses within their services in order to potentially overcome their barriers and enhance the quality of life of learners on the spectrum. Originality/value This paper includes the viewpoint of the author in relation to a SWOT analysis so as to inform practice for learners on the AS.

Translanguaging mediating reading in a multilingual South African township primary classroom

ABSTRACT Monolingual oriented practices that largely dominated reading instruction in most multilingual African contexts in the twentieth century are increasingly being challenged in this century. Despite this, there remains a dearth of research on the concurrent use of more than one language during reading instruction in these contexts. In this qualitative study, we examined the reading practices of multilingual learners and one teacher in isiZulu and English in a Grade 3 classroom in an urban township primary school in South Africa. We adopted translanguaging as a theoretical lens through which we studied the reading events in the two languages. Data collection included classroom observations, audio recording of lessons, and semi-structured interviews with the teacher and the learners. Findings show that through translanguaging, the teacher and the learners were able to tap into a range of their communicative and linguistic resources and also drew on their social and cultural worlds to make sense of the texts. In addition, we found that despite this, there were constant conflicts and tensions between the teacher’s discourses and actual practices. We conclude by recommending official recognition of multilingual pedagogical practices and multilingual policies that valorise learners' and teachers' multilingual practices.

A Contextual Nutrition Education Program Improves Nutrition Knowledge and Attitudes of South African Teachers and Learners.

Background: Evaluating the impact of a nutrition education program could provide insight into the effectiveness of an intervention. Researchers tested the hypothesis that a theory-based contextual nutrition education program (NEP) would improve the nutrition knowledge, attitudes, and dietary practices (KAP) of teachers and learners.Methods: Twenty three teachers who taught nutrition in Grades 4–7 (treatment school, n = 12) and 681 learners (treatment school, n = 350) participated in the study. In this quasi-experimental study, two primary schools were randomly selected to implement a contextual NEP. The nutrition KAP were assessed using previously validated questionnaires. The treatment school teachers taught nutrition using a developed nutrition education manual, while the control school teachers taught nutrition in the usual manner. Random effects Generalized Least Squares regression estimated the difference in the teachers' and learners' KAP for the treatment and control schools; p = 0.025 for a one-tailed test.Results: At post-implementation, the treatment school teachers' had higher total nutrition knowledge mean score (85.5% ± 8.2, p = 0.003) compared to the control school. Within the treatment school, total nutrition knowledge mean score of the teachers improved by 14.1%, p ≤ 0.001. Learners in the treatment school had higher total nutrition knowledge (53.2% ± 16.9, p = 0.002) and nutrition attitude (63.9% ± 19.7, p = 0.001) scores compared to learners in the control school. Within the treatment school, learners' total nutrition knowledge and nutrition attitudes scores increased by 4.9%, p ≤ 0.001 and 6.9%, p ≤ 0.001, respectively. The dietary practices of the teachers and the learners, and the nutrition attitudes of the teachers in the treatment school showed no significant within school improvement or in comparison with the control school (p > 0.025).Conclusions: The NEP led to the improvement in the teachers' and the learners' nutrition knowledge and the learners' nutrition attitudes. However, no significant improvement in the dietary practices of either teachers or learners was found.

Introduction to the Forum: Innovations in Clinical Practice for Dual Language Learners, Part 1.

Purpose The purpose of this introduction is to provide the background for this forum of American Journal of Speech-Language Pathology and an overview of the articles published in this first of two installments of this forum.

English

This research is based on Life and Earth Sciences (LES) textbooks (El Moufid in LES and El Massar in LES) used in Morocco for second year of college. It is aimed at showing the place of seismic risks education in LES. The methodology used is based on the content analysis of seismic risk management education in these manuals. The results show that this approach is more or less neglected in these textbooks; yet Morocco has made considerable progress in the field of natural risk management. Following the analysis of LES textbooks, implications of this research include the importance of introducing a risk management culture in textbooks and in the practice of teachers and learners. Key words: Life and earth sciences, natural risk management, practice, seismic risks education, textbooks.

Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice

AbstractCognitive psychology research has shown that interleaving, wherein learners practice multiple skills or concepts at once, facilitates learning more than does blocking, wherein learners practice only one skill or concept at a time. Despite the advantage of interleaving over blocking observed across a number of domains, limited attention has been devoted to the effects of interleaving on second language (L2) learning. This study examined the effects of blocking and interleaving on L2 grammar learning. In this study, 115 Japanese learners studied 5 English grammatical structures under 1 of 3 conditions: blocking, interleaving, and increasing (i.e., blocking followed by interleaving). Learning was measured using a grammaticality judgment test administered immediately and 1 week after the treatment. Although interleaving led to the highest number of incorrect responses during training, it was more effective than blocking in the 1‐week delayed posttest. These results indicate that the advantage of interleaving extends to L2 grammar learning. Furthermore, learners’ levels of prior knowledge were found to moderate the effects of interleaving. Specifically, participants with lower pretest scores benefited more from interleaving compared to those with higher pretest scores. Pedagogically, the findings suggest that grammar learning may be enhanced by incorporating interleaved practice.

Comparing Secondary English Teachers’ Ideal and Actual Writing Practices for Diverse Learners: Constrained Professionalism in Figured Worlds of High-Stakes Testing

There is limited research of observed writing instruction in inclusive, secondary diverse urban contexts. This study contributes to the field by investigating four urban secondary English teachers’ perceptions of ideal writing instruction as compared with their actual instruction, which is primarily driven by high-stakes accountability measures. Sociocultural theories guide analyses of video-recorded writing lesson and interview data, with critical literacy theory framing the discussion and implications for teaching writing to diverse learners. Intersecting themes from interviews and observations point to constrained writing instruction and practices. Although the teachers recognized a responsibility to teach responsively to their diverse students’ instructional writing needs, they are inhibited and unable to do so primarily because of high-stakes testing mandates that narrow the curriculum and limit teacher autonomy.

How Teachers Make Dashboard Information Actionable

This study investigates how teachers use dashboards in primary school classrooms. While learners practice on a tablet real-time data indicating learner progress and performance is displayed on teacher dashboards. This study examines how teachers use the dashboards, applying Verberts’ learning analytics process model. Teacher dashboard consultations and resulting pedagogical actions were observed in 38 mathematics lessons. In stimulated recall interviews, the 38 teachers were asked to elaborate on how they reflect on and make sense of the information on the dashboard. The results showed that teachers consulted the dashboard on average 8.3 times per lesson. Teachers activated existing knowledge about students and the class to interpret dashboard information. Task and process feedback were the pedagogical actions most often used following dashboard consultation. Additionally, teachers who consulted the dashboard more often activated more and more diverse pedagogical knowledge to interpret the data and, consequently, gave more and more diverse feedback. These results indicated that teacher dashboards were indeed influencing teachers’ pedagogical actions in their daily classroom activities. This study provided the first evidence that dashboards progressively impact teaching practice and initiate more profound behavioral changes as teachers become more proficient in using them.

FP6 Supporting Healthy Habits in Childcare with Online Trainings for CACFP Participants

Objective To develop interactive and engaging online trainings for CACFP (Child and Adult Care Food Program) participants, based on adult learning principles and instructional strategy, including audience analysis, and formative evaluation of knowledge gained. The modules support healthy habits in childcare homes and centers. Description A training needs assessment of CACFP participants, completed as part of the Iowa Team Nutrition 2017 grant, revealed menu planning and healthy food purchasing were topics of greatest interest. A Registered Dietitian Nutritionist wrote content for the modules and Iowa Public Television provided instructional design consultation on best practices for adult learners; online course template with discussion board; knowledge assessments; video production; and certification procedures. Healthy Menu Makeover and Healthy Food Purchasing modules were developed, including lesson content, assessments, graphics, links to resources, and certificates of completion. The modules were pilot tested by 10 CACFP participants who provided valuable feedback to make the modules relevant to users. The total budget for the project was $13,500. The modules are available at no cost, can be completed at the participant's own pace and accessed anywhere with an internet connection. Evaluation The modules were released in April 2018 and certificates earned through December 2018 included 516 for Healthy Menu Makeover and 288 for Healthy Food Purchasing. A participant is allowed to take a final quiz up to three times to reach a passing grade of at least 80% correct. Demographic survey results report 51% of users are from centers and 38% are home providers. Conclusions and Implications The online modules have been a popular and effective training option to meet CACFP training requirements in Iowa. Lessons learned include the value of a needs assessment to determine training topics, implementation of an instructional design process, use of an online learning platform, and use of discussion boards to engage learners.

TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

Scaffolding ecosystems science practice by blending immersive environments and computational modeling

AbstractResearch in the field of technology‐enhanced learning has argued for a broader scope of technology‐supported learning environments to include the design of activity systems which position students as active thinkers by reorganizing learning with technology around the practices of scholarly communities. In the context of elementary ecosystems science, this entails structuring classroom activity around the construction and evaluation of epistemic artifacts, such as scientific models and representations, that profitably direct learners’ conceptual efforts toward productive forms of inquiry and the construction of new scientific knowledge. In this demonstration‐of‐concept paper, we present EcoMOD, an elementary ecosystems science curriculum that blends an immersive virtual environment with an agent‐based computational modeling tool to support growth in ecological knowledge and scientific practice in learners aged 8 to 11 years old. Specifically, we explore how the design of the EcoMOD activity system supported students’ active thinking in scientific inquiry through transformative modeling practices. Analysis of student activity and discourse indicates that engagement in transformative activities supported students in developing more nuanced causal explanations of the ecosystem by the end of the curriculum. Practitioner NotesWhat is already known about this topic Authentic virtual simulations can transform classroom learning experiences, particularly when organized around the production of epistemic artifacts. Computational modeling and programming tools are successful in supporting ecosystems knowledge construction and complex causal reasoning in learners. Engagement in transformative modeling practices are integral to the construction of new scientific knowledge. What this paper adds Suggests a design framework for meaningfully blending immersive virtual environments with computational modeling and programming tools to support active thinking in scientific inquiry. Demonstrates multi‐modal techniques for formative and summative assessment. Indicates that children in this age range are able, with appropriate support, to acquire knowledge and skills well above what is described in curriculum standards. Implications for practice and/or policy Offers practitioners an effective approach for productively integrating computational modeling, science content and inquiry‐based practices within elementary science instruction. Demonstrates to policymakers the practicality, affordability and value of immersive learning technologies and agent‐based modeling in classroom settings.