European Journal of Teaching and Education最新文献_第5页

Historical Memory for Education: A Combined Intergenerational Educational Experience 教育的历史记忆:代际教育经验的结合

European Journal of Teaching and Education Pub Date : 2021-12-20 DOI: 10.33422/ejte.v3i3.704

Pedro Teixeira Pereira

{"title":"Historical Memory for Education: A Combined Intergenerational Educational Experience","authors":"Pedro Teixeira Pereira","doi":"10.33422/ejte.v3i3.704","DOIUrl":"https://doi.org/10.33422/ejte.v3i3.704","url":null,"abstract":"Bridging generations can be a powerful and meaningful two-way educational process. Intergenerational learning experiences have different positive impacts and outcomes in both the young and senior learners, through the exchange of competencies and knowledge. They are also an educational experience that enables the realisation of different paradigms of values, which nurture the broadening of learners’ mindset. Intergenerational learning configures itself as a relevant tool for historical education, as young students benefit from the seniors’ lifetime experience of historical events and contexts, which may be explained and testified first-hand with a positive spillover to young children’s learning process. This paper aims to share an intergeneration learning experience that brought an English as Additional Language class from middle school students together with seniors aged 65 to 94 years old, over the period of eight weekly sessions in a Portuguese international school context, under the principle objective of developing English language knowledge and skills in the elder participants and, contrariwise, to foster children’s perception on the value of life experience to their own world view, historical knowledge, memory and socialisation. Each session was assessed by the children, seniors, teacher-facilitator and observer, from which data was gathered via pre, post and weekly questionnaires which asserted a mutual meaningful learning impact on both younger and older participants.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129420442","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}

引用次数: 0

The Impact of Flexible Assessment on Students’ Engagement and Learning During COVID-19 Pandemic COVID-19大流行期间灵活评估对学生参与和学习的影响

European Journal of Teaching and Education Pub Date : 2021-12-20 DOI: 10.33422/ejte.v3i4.545

Sahar Al-Sudani

{"title":"The Impact of Flexible Assessment on Students’ Engagement and Learning During COVID-19 Pandemic","authors":"Sahar Al-Sudani","doi":"10.33422/ejte.v3i4.545","DOIUrl":"https://doi.org/10.33422/ejte.v3i4.545","url":null,"abstract":"The work presented in this paper is related to the use of the flexible assessment to promote collaborative learning that impact students’ engagement and learning, especially during COVID-19 pandemic. This paper presents the analysis and results obtained by applying the flexible assessment in a large second-year undergraduate computer science module. Flexibility in assessment is usually achieved by giving students choice over the assessment components, contents, type, weight, timing, or the overall assessment grade. This study, however, demonstrates the development of a flexible assessment where students were given the choice to invest in a flexible assignment task designed to encourage collaborative learning and the development of higher-order thinking skills. The flexible assessment used in this study has proven that effective learning can occur when students work collaboratively. The data used for the analysis are those collected from a questionnaire distributed to students by the end of the academic term in addition to gathering students’ written feedback comments about their experience of the new flexible assessment. The questionnaire results and students’ feedback related to their learning experience are recorded and examined. Students’ performance of the targeted module has been recorded, interpreted, and contrasted with similar assessment of another module that has no flexibility in its requirements. In accordance with the students’ performance, questionnaire and feedback analysis results, flexible assessment is considered a unique assessment, beneficial and useful for students’ learning and engagement.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114427727","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}

引用次数: 1

Teaching Practice in Acculturation Educational Settings: A Case Study on an Integration Course 文化适应教育背景下的教学实践:以融合课程为例

European Journal of Teaching and Education Pub Date : 2021-12-17 DOI: 10.33422/ejte.v3i1.655

Julio César Tovar-Gálvez

引用次数: 0

The Purposes of History Education in the Context of “Flourishing Life”, “Powerful Knowledge” and Political Reconciliation “繁荣生活”、“强大知识”与政治和解语境下的历史教育目的

European Journal of Teaching and Education Pub Date : 2021-12-17 DOI: 10.33422/ejte.v3i1.648

Danilo Kovač

引用次数: 1

E-Learning in Times Of COVID-19: Insights into Management and Communication Students’ Perspectives Throughout the Global Coronavirus Pandemic COVID-19时代的电子学习:洞察全球冠状病毒大流行期间管理和传播学生的观点

European Journal of Teaching and Education Pub Date : 2021-12-17 DOI: 10.33422/ejte.v3i2.656

Jasmin Séra, Georg Feldmann

{"title":"E-Learning in Times Of COVID-19: Insights into Management and Communication Students’ Perspectives Throughout the Global Coronavirus Pandemic","authors":"Jasmin Séra, Georg Feldmann","doi":"10.33422/ejte.v3i2.656","DOIUrl":"https://doi.org/10.33422/ejte.v3i2.656","url":null,"abstract":"The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"48 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134260200","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}

引用次数: 0

COVIDifying Education through the Lens of Award-Winning Educators in a State University in the Philippines 从菲律宾一所州立大学获奖教育者的视角看教育

European Journal of Teaching and Education Pub Date : 2021-12-17 DOI: 10.33422/ejte.v3i2.551

Joseph B. Quinto

引用次数: 0

Analyzing the Influence of The Secondary to University Core Courses Alignment 中学与大学核心课程衔接的影响分析

European Journal of Teaching and Education Pub Date : 2021-12-15 DOI: 10.33422/ejte.v3i2.645

Flamur Bidaj, A. Paparisto

引用次数: 0

The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course 混合式学习课程中大学生主要在线学习倾向的识别

European Journal of Teaching and Education Pub Date : 2020-12-30 DOI: 10.33422/EJTE.V2I3.492

Sharon Rolé

{"title":"The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course","authors":"Sharon Rolé","doi":"10.33422/EJTE.V2I3.492","DOIUrl":"https://doi.org/10.33422/EJTE.V2I3.492","url":null,"abstract":"This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125285008","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}

引用次数: 2

Challenges of Teaching Roma Minority Children How to Read: What Do We Know and What Can We Do About It? 教罗姆少数民族儿童阅读的挑战:我们知道些什么?我们能做些什么?

European Journal of Teaching and Education Pub Date : 2020-12-30 DOI: 10.33422/EJTE.V2I3.496

R. Pop

引用次数: 0

Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA) 设计动画图片说明:为巴西统一卫生系统开放大学(UNA-SUS/UFMA)提出的方法

European Journal of Teaching and Education Pub Date : 2020-12-30 DOI: 10.33422/EJTE.V2I4.525

C. Spinillo, A. E. Oliveira, Katherine Marjorie, C. Lima, Larissa Ugaya Mazza, L. Oliveira, Ivana Figueiredo de Oliveira Aquino

{"title":"Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA)","authors":"C. Spinillo, A. E. Oliveira, Katherine Marjorie, C. Lima, Larissa Ugaya Mazza, L. Oliveira, Ivana Figueiredo de Oliveira Aquino","doi":"10.33422/EJTE.V2I4.525","DOIUrl":"https://doi.org/10.33422/EJTE.V2I4.525","url":null,"abstract":"Animated pictorial instructions are effective resources for learning medical content (e.g., surgical procedures). Considering this, the Open University of the Unified Health System of the Federal University of Maranhão (UNA-SUS/UFMA) in Brazil employs animation in their distance learning courses. From 2009 to the present the UNA-SUS/UFMA has offered 48 e-courses to health professionals, reaching around 470,000 enrolments. The development of animated instructions at UNA-SUS/UFMA considers medical and pedagogical knowledge only, lacking information design expertise to reach communication effectiveness. Thus, a design methodology was proposed based on: (a) the results of an analytical study of 100 medical animations; (b) the outcomes of a context analysis of the UNA-SUS/UFMA design process through interviews with the heads of the educational production departments; and (c) the results of an online questionnaire with 1,735 health professionals. The methodology consists of three phases: (1) Structuring: identification and arrangement of different contents (introductory content, inventory information, steps, warnings), resulting in an animation script; (2) Representation: definition of the animation graphic appearance and technological resources (e.g., pictorial style, camera framing, interaction cues), resulting in a visual storyboard or mock-up/prototype that can be tested with users (e.g., comprehension, usability tests); and (3) Finalization: programming and production of the animation. For each phase, instruments/protocols were developed to aid decision-making (form, guidelines and checklist). To evaluate the methodology, a focus group was conducted with the animation stakeholders/developers of the UNA-SUS/UFMA. The results were positive, but suggestions were made to improve the decision-making instruments, which were considered in the methodology final design.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125942175","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}

引用次数: 0