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Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda
Proscovia Namubiru Ssentamu,
Dick Ng’ambi,
Emily Bagarukayo,
Rehema Baguma,
Harriet Mutambo Nabushawo,
Christine Nalubowa
Issue:
Volume 5, Issue 4, August 2020
Pages:
103-116
Received:
19 April 2020
Accepted:
14 May 2020
Published:
15 June 2020
Abstract: One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
Abstract: One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integratio...
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A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations
Issue:
Volume 5, Issue 4, August 2020
Pages:
118-130
Received:
11 May 2020
Accepted:
4 June 2020
Published:
15 June 2020
Abstract: The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.
Abstract: The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 studen...
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The Construction of Bachelor's Degree on TCSOL in OUC
Issue:
Volume 5, Issue 4, August 2020
Pages:
131-136
Received:
26 April 2020
Accepted:
4 June 2020
Published:
20 June 2020
Abstract: The Open University of China has stared the construction of a new major which is TCSOL since 2017. With specific methodologies such as literature research, data statistics based on the Constructionism, from both diachronic and synchronic angles, we have done an investigation on 60 universities and compared psychological theories to construct TCSOL under the perspective of ODE in a scientific and efficient way. During this research, we have found 3 bottlenecks in the development of the major TCSOL in which we want to transfer the teaching method from face-to-face to distant online education. The Open University of China (The Central Radio and Television University which was formerly called) combined with its own development characteristics and advantages, puts forward “Three-Step Development Strategy on the Construction of TCSOL Bachelor Degree” specialized in ODE, which are: Step 1: To renew teaching concepts of distance education and build the knowledge system of distance education on TCSOL. Step 2: To improve and activate the credit banking system, construct standards for learning outcome recognition, accumulation and transfer across regions, schools and majors, and integrate academic education with non-academic education. Step 3: To explore the diversification mode of TCSOL and link the profession, career, and industry.
Abstract: The Open University of China has stared the construction of a new major which is TCSOL since 2017. With specific methodologies such as literature research, data statistics based on the Constructionism, from both diachronic and synchronic angles, we have done an investigation on 60 universities and compared psychological theories to construct TCSOL ...
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On the Construction of Smart Classroom in Shanghai JiaoTong University
Shen Hongxing,
Shao Jingjing
Issue:
Volume 5, Issue 4, August 2020
Pages:
137-142
Received:
30 April 2020
Accepted:
29 May 2020
Published:
28 June 2020
Abstract: The integration of information technology and teaching puts forward new demands on the teaching environment of colleges and universities, which further drives the reform. How to construct the intelligent teaching environment in colleges and universities in a scientific and reasonable way so as to provide high quality resources, places and facilities for promoting the cultivation of innovative and compound talents? Based on the existing problems of teaching facilities and environment in colleges and universities as well as the needs of transformation, this paper expounds the connotation, construction objectives and contents of intelligent teaching environment, analyzes and explores the construction and application of intelligent teaching environment from eight aspects, and analyzes some controversial issues in the construction of intelligent teaching environment. Wisdom for the construction of the teaching environment to create good teaching and learning space, provide multiple technology facilities and means of teaching, strengthen the construction of teaching resources, to provide online and offline to seamlessly combine the teaching process of services, and promote the education teaching reform, in the process of the development of education informationization deepening constantly advancing with The Times in the practical work experience and thinking is analyzed, in order to play a role of reference for teaching reform.
Abstract: The integration of information technology and teaching puts forward new demands on the teaching environment of colleges and universities, which further drives the reform. How to construct the intelligent teaching environment in colleges and universities in a scientific and reasonable way so as to provide high quality resources, places and facilitie...
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A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning
Issue:
Volume 5, Issue 4, August 2020
Pages:
143-153
Received:
23 May 2020
Accepted:
15 June 2020
Published:
28 June 2020
Abstract: Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.
Abstract: Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a...
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Evaluation of the American Physical Therapy Association’s Guidelines for Training Culturally Competent Physical Therapists
Issue:
Volume 5, Issue 4, August 2020
Pages:
154-161
Received:
21 June 2020
Accepted:
20 July 2020
Published:
23 July 2020
Abstract: Background: Training healthcare practitioners on cultural competence and increasing the cultural diversity of healthcare professionals, may help to alleviate barriers and improve patient outcomes. The American Physical Therapy Association (APTA) has implemented goals and guidelines for the training of culturally competent physical therapists. The goal of this study was to evaluate whether an association exists between physical therapy directors’ self-reports of the implementation of the APTA goals and guidelines and the cultural competence of those directors, and also to examine whether there are racial/ethnic differences in the implementation of these goals and guidelines and cultural competency among the directors. Methods: The study design was a cross sectional. The survey was sent to 225 physical therapy directors who were required to provide information about the implementation of the APTA goals and guidelines, cultural competency, and demographic characteristics. Linear regression was used to test the association between the implementation of APTA goals and guidelines and the cultural competence of the physical therapy directors. Independent sample t-tests were used to examine whether there were racial/ethnic differences in the implementation of these goals and guidelines and the cultural competence of the directors. Results: A total of 47 physical therapy directors responded to the survey. There was no significant relationship between the implementation of APTA goals and guidelines and the cultural competence of the physical therapy directors or significant racial/ethnic differences in the implementation of the goals and guidelines and cultural competence among the directors. Conclusions: Recommendations for practicing cultural competency in the field of physical therapy will need to be supported by further research into other populations. Other frameworks for understanding cultural competence among physical therapists should be explored.
Abstract: Background: Training healthcare practitioners on cultural competence and increasing the cultural diversity of healthcare professionals, may help to alleviate barriers and improve patient outcomes. The American Physical Therapy Association (APTA) has implemented goals and guidelines for the training of culturally competent physical therapists. The g...
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Empathize and Sympathize with Less Privileged Academic Fraternity
Adhikarla Suryanarayana Rao
Issue:
Volume 5, Issue 4, August 2020
Pages:
162-166
Received:
15 July 2020
Accepted:
3 August 2020
Published:
13 August 2020
Abstract: Academic fraternity in different countries of the world though work honestly, face several hurdles to project themselves—a fact that needs to be realized. In this context it is definitely fair to say that it was unfortunate in the past to defame a very a large number of authors and journals and continue to nurture this attitude till today. Authors pursuing their endeavors honestly are demoralized. Personal experiences cannot be documented but are only spread by word of mouth. Both on the basis of personal experiences and available documented data, no one is so sacrosanct. Fact of enormous pressure of gargantuan expansion in higher education has to be viewed from all angles. One most important aspect of this is, authors all over the world-even with all their limitations- wish to establish an evidence of their work & contribution and project their academic concern and caliber at the earliest. Maligning publishers and maligning authors / academic institutions is an unfortunate thing. International scientific community should adopt a friendly policy towards all. Let every candidate-at whatever level one may be-be interrogated and evaluated in person by the concerned employer for whatever may be the purpose. Hence, maligning of journals and candidates in any form may be avoided.
Abstract: Academic fraternity in different countries of the world though work honestly, face several hurdles to project themselves—a fact that needs to be realized. In this context it is definitely fair to say that it was unfortunate in the past to defame a very a large number of authors and journals and continue to nurture this attitude till today. Authors ...
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