European Journal of Education and Pedagogy最新文献

{"title":"Strategies for Institutionalizing Blended Learning in Higher Education Institutions: A Case Study of a Ghanaian Public University","authors":"Ahmed Antwi-Boampong","doi":"10.24018/ejedu.2023.4.6.50","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.50","url":null,"abstract":"This paper presents strategies adopted by a higher education institution towards the implementation of its BL policy framework. It does so by reviewing the BL implementation process of a public university in Ghana, noting that there are barriers that have impeded the uptake of blended learning, for which reasons it examines the strategies that can be implemented to overcome these barriers. The insights are drawn from a case study involving qualitative approaches, utilizing interviews with stakeholders in the public university. The paper examines the question: How do educational institutions employ Blended Learning (BL) strategies that contribute to the transformation of the university? Using an inductive approach, the researcher interviewed twenty-two management staff and used Strauss and Corbin’s constant comparative method as the analytical technique to analyze the data. This paper develops an institutional strategy framework that can be used by managers in higher education to facilitate change processes, overcome faculty resistance, and embed blended learning in institutions. The seven constructs of this strategic framework consist of institutional vision and approach, promotion and planning, integrated infrastructure, motivation and encouragement, training, assessment and evaluation and sanctions.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"29 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of the SMK Manufacturing Engineering Drawing Learning Model in Sleman","authors":"Hesty Monica Suri, Apri Nuryanto","doi":"10.24018/ejedu.2023.4.6.725","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.725","url":null,"abstract":"This study aimed to examine the effects of implementing a learning model for manufacturing engineering drawing on students’ learning achievement in Vocational High School (VHS) in Sleman, Yogyakarta, Indonesia. This study employed the quantitative descriptive method. The population in this study was all students of class XII of the mechanical engineering program at some VHSs. Using proportionate stratified random sampling, 142 out of 240 students from five VHSs were selected as the research participants. The results of this study show that the five VHSs implemented different learning models, namely project-based learning and discovery learning models. The percentage of Project-based Learning Model implementation in state vocational high schools SMKN 1 Sayegan and SMKN 2 Depok is 79%. Meanwhile, the percentage of discovery learning implementation in SMK Muhammadiyah Prambanan, SMK Nasional Berbah, and SMK Piri Sleman is 72%. Therefore, based on the student learning achievement, project-based learning is better than discovery learning.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Context-Focus Reframing for VUCA Era-Themed Texts on Discourse Analysis Assessment","authors":"R. Wuryaningrum, Arief Rijadi, Sukatman","doi":"10.24018/ejedu.2023.4.6.773","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.773","url":null,"abstract":"Social values in the VUCA era can be adapted as self-understanding values to survive in various lines. Social categorization is a fundamental process that has important implications for various social phenomena. The role of social categories does not refer to a particular identity. Language learning that applies pragmatic aspects must accommodate assessments that refer to achieving the attitudes needed to face the VUCA era. This research will describe the discourse analysis assessment and observe its implications accurately. This research involved students from Indonesian, English, and Elementary School Teacher Education study programs in the Teacher Training and Education Faculty at Jember University. The results of this research illustrate the application of assessment aspects, namely determining relevant context, determining text implications by comparing social phenomena, conveying understood social values, and abstracting their components in a comment. This research shows that the role of assessment using context-focus reframing is very much needed in learning discourse analysis. Student answers indicate reasoning, accuracy of social values, accuracy of text structure, and argumentation through relevant statements as evaluation to support the comprehensive critical phase of the text after going through the literal and inference phases. In the next stage, perception scores regarding the VUCA era will be obtained based on the texts used as assessment material. This research shows students’ positive response to the assessment through context-focused reframing and character embedding through arguments to show attitudes through the question, “What are the implications for the VUCA era?”.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive, Management and Affective Strategies of Dental Students at the Beginning and the End of the University Curriculum","authors":"Sara Benfaida, Houda Moussaoui, Hajar Marragh, Khouloud Mahmoudi, Mouna Hamza, Abderrahmane Andoh","doi":"10.24018/ejedu.2023.4.6.739","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.739","url":null,"abstract":"\u0000\u0000Introduction: This study aimed to evaluate students’ metacognitive, resource management, and affective strategies at the Faculty of Dentistry in Casablanca and to observe their evolution between the beginning and the end of their university course.\u0000Method: A questionnaire on the different strategies was distributed to students in their first and fifth years of the 2021/2022 academic year.\u0000\u0000\u0000\u0000\u0000Results: 79.4% of fifth-year students began preparing by creating a schedule, compared with 59.3% of first-year students. 65.2% of fifth-year students and 60.1% of first-year students could adapt their planning to circumstances and unforeseen events. 78% of fifth-year students vs. 68.9% of first-year students gave enough time to their studies without neglecting other important aspects of their lives. 81.9% of first-year students and 85.1% of fifth-year students used the internet to search for difficult words. Efficient time management was noted in the fifth-year compared to the first-year students, as 69.5% of fifth-year students stated. 54.8% of first-year and 70.2% of fifth-year students opted for a clean, quiet study space to maintain motivation.\u0000\u0000\u0000\u0000\u0000Conclusion: The strategies adopted by the two classes were largely similar. However, fifth-year students felt they had better stress management, time management, and understanding of medical vocabulary than first-year students. This means effective study strategies and the ability to manage them develop over the years.\u0000\u0000","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"15 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138970607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theoretical Foundations of the Flipped Classroom","authors":"Assoa Ettien, Ya Éveline Johnson Touré","doi":"10.24018/ejedu.2023.4.6.771","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.771","url":null,"abstract":"This study examines the theoretical foundations of the flipped classroom based on a literature search using various online sources such as Google Scholar, Internet Archive Scholar, ScholExplorer, Chatsonic, and ChatGPT. Processing the collected data involved organising, analysing and interpreting the information contained in physical or electronic documents, and after careful reading of the data, pre-processing was necessary to eliminate the content of little relevance to the study. Next, we conducted a textual analysis, extracting key concepts and basic theories related to the flipped classroom. Finally, we grouped authors by theory, classifying secondary contributors under the key author of each theory. The interpretation of the results incorporated in the discussion consisted of answering the research questions. As for the study site, it comprises the entire web. Our results indicate that three main theories support the flipped classroom method: active learning theory, pedagogical differentiation theory and intrinsic motivation theory. Active learning theory stresses the importance of learning through action and play, emphasising the student’s active involvement in his or her learning process. In this approach, the student plays a central role in driving learning, creating a game-like experience, and fostering intelligence development. The theory of educational differentiation, on the other hand, recognises the diversity of students’ skills, interests and learning styles. It encourages teachers to adapt their teaching to meet students’ needs, promoting their learning and success.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"321 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138983314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From TENOR to TEIC: The English Teacher’s Final “Say-So” in Reformulating Education Policies","authors":"Angeliki Ypsilanti, Ioannis Karras","doi":"10.24018/ejedu.2023.4.6.761","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.761","url":null,"abstract":"In Greece, the English language classroom in State school education is often identified as a Teaching English for No Obvious Reasons (TENOR) situation because the non-official status of the English language, in conjunction with the lack of exam-oriented motivation, disallows the possibility of a widely recognized proof of language ability. On top of that, the English teacher receives conflicting signals from the ongoing processes of transforming the national curriculum and is faced with the constant challenge of providing motivation. This paper launches the adoption of new methodological approaches for paralleling the establishment of effective oversight mechanisms regarding educational policy. To this end, the English language teacher at a Greek General Lyceum, based on the results of the Needs Analysis (NA) survey she conducted at the beginning of the school year, took on the challenge of acting as a mediator of change. More specifically, using her training in the New Curricula organized by the Greek Institute of Educational Policy (IEP), she explored how the “knowledge processes” of the proposed Learning-by-Design framework can benefit the cultivation of an intercultural mindset in students. In assuming the role of “knowledge creator” and “knowledge purveyor,” the English teacher has created implications for Teaching English for Intercultural Communication (TEIC) as an alternative to TENOR.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"40 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139012685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Classroom Management Technology GoGuardian Teacher to Keep Students Engaged in the Midst of Distractions","authors":"Cyprian Sohpouh Pungong","doi":"10.24018/ejedu.2023.4.6.772","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.6.772","url":null,"abstract":"Recent discussions about the use of technology in schools have underscored the importance of controlling students’ off-task behaviors enabled by digital media. This generic qualitative study aimed to investigate if the specialized technology GoGuardian Teacher assists educators in delivering instruction while keeping students on task. Sixteen certified South Carolinian public high school teachers were purposively sampled for this research. Semi-structured interviews and observation field notes aided in data collection. Interviews were conducted either virtually on Zoom or face-to-face. Qualitative data from interviews were automatically recorded and transcribed, manually coded, and analyzed using inductive thematic analysis. The findings revealed that GoGuardian Teacher effectively supported teachers in guiding students’ online activities, helping them stay on the path of productivity. Through GoGuardian technology, teachers communicated lesson resources and updates on assignments, added human elements to remote instruction, and provided scaffolded instructions to learners. Recommendations to empower teachers via professional development to unlock the tool’s full potential are essential.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"39 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139012656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Parental Aggression on Primary School Teachers’ Everyday School Life and Well-being","authors":"Sotiria Sklirou, A. Papakonstantinou","doi":"10.24018/ejedu.2023.4.4.702","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.4.702","url":null,"abstract":"According to international research, parental aggression is observed in school premises, and it usually has a negative impact on schools’ climate and on actors’ social interactions. Parental aggression in school premises is a phenomenon not sufficiently studied in Greece.  The aim of the present study was to fill the bibliography gap and to examine the impact of parental aggression on teachers’ everyday school life and well-being. Thus, a quantitative study was conducted, and an explanatory correlational design was used for the collection and analysis of the research data. Our target population was primary school teachers. 156 primary school teachers in Attica participated in our research by filling in an original questionnaire of closed-ended questions. According to the findings of the research, parental aggression is clearly observed in school premises. Parental aggression affects students, it influences the emotional state of teachers and has a negative impact on their everyday school life and well-being. Although aggression can be harmful to all teachers, specific individual characteristics of teachers (such as gender, age, working experience) can magnify certain impacts of aggression.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131349232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacts of Morphological Knowledge on the Degree of Lexical Complexity and the Quality of Academic Essays of EFL Intermediate Students","authors":"Thi Hoài Thanh, P. H. Yen","doi":"10.24018/ejedu.2023.4.4.723","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.4.723","url":null,"abstract":"In the context of learning English in secondary schools and high schools in Vietnam in general and in Mekong Delta in particular, writing is usually considered the most challenging skill for the majority of students. These students frequently encounter a lot of obstacles in their writing practices, such as high-standard conventions in academic writing, complicated grammatical structures, lack of ideas, an insufficient amount of time spent on writing in class, as well as poor and noncomplex vocabulary. Such challenges do not only result in low performances and low scores but also students’ fear and loss of interest in writing lessons. Several previous studies indicated that the teaching of morphology had positive impacts on expanding students’ vocabulary, and indirectly improved the quality of their writing. This current study was conducted in order to examine the impacts of teaching morphology to EFL intermediate students on the degree of lexical complexity and the quality of their academic essays. This study employed the experimental research approach, which utilized three different research instruments: writing tests (before and after the study), questionnaires (before and after the study), and focus group interviews (after the study). This 14-week study was carried out at a private English center in Mekong Delta, with the participation of two groups of EFL students who were studying at the same level and progress. The results revealed that the instruction of morphology to EFL intermediate students had positive impacts on the degree of lexical complexity and the quality of their academic essays. Moreover, the results of the questionnaires and interviews also pointed out that these students had positive attitudes towards the instruction of morphology in their academic essay writing lessons. Finally, several recommendations and pedagogical implications were concluded with the attempt of contributing to the innovation of teaching vocabulary and teaching writing in the context of secondary schools and high schools in Mekong Delta particularly and Vietnam generally.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115193471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High-Impact Teaching Designs for Effective Higher Educational Practices","authors":"N. Ali","doi":"10.24018/ejedu.2023.4.4.724","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.4.724","url":null,"abstract":"Teaching design is a concept that helps teachers to identify the learning purposes. It is not about timekeeping or scheduling class norms only rather a plan that equips learners to learn the required concepts. It is a strategy that supports teachers to maintain effective higher educational practices. This qualitative study analyzed the high-impact teaching designs that can help in the effectiveness of higher education practices. The high-impactteaching designs are Inward design (module material), Backward design (module delivery planning), and Forward design (module outcomes). The educational institutions have aligned most of the programs as per the requirements of modern corporations. This study is based on the authors’ priori interest and knowledge in the field and has offered three teaching designs related to inward design, backward design, and forward design. The readers will have exposure to the designs and learn to apply them to implement effective higher educational practices. The study organized the teaching designs and proposed the sequential flows from input (course modules), process (delivery mode), and output (program outcomes). The purpose of such proposed flows is to list the effective educational practices that can help in achieving the learning and program outcomes.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126126951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}