MAP Education and Humanities最新文献

{"title":"The effect of gender and age on computer self-efficacy, computer anxiety and perceived enjoyment among Austrian secondary school teachers","authors":"Eva Gröstenberger, Adolf Selinger","doi":"10.53880/2744-2373.2023.4.1","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.4.1","url":null,"abstract":"The current study examines how gender and age effect computer self-efficacy, computer anxiety and perceived enjoyment among Austrian secondary school teachers in the context of working with learning management systems. The survey was answered by 383 teachers in the midst of the Covid-crisis between December 2020 and February 2021. The results show that gender has a significant effect on computer anxiety, with female participants experiencing higher levels across all age groups. Furthermore, age emerges to make a difference in computer self-efficacy: younger teachers seem to rate their computer skills higher than their older colleagues. Based on the findings, suggestions for improvements in teacher education and training are made and the limitations of the study are discussed.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121772635","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 the Covid-19 Pandemic on Netflix","authors":"Lana Soldo, Christopher Schagerl","doi":"10.53880/2744-2373.2023.3.1.75","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.3.1.75","url":null,"abstract":"The COVID-19 pandemic and the restrictions related to it had a massive impact on shifts in consumer behavior and consequently accelerated the already existing trend of digital transformation. To adjust to the “new normal” we had to organize our activities remotely, from how we work, how our children learn to how we entertain ourselves. This paper aims to provide an analysis of how the pandemic reflected on Netflix´s business through the analysis of the number of subscribers, revenue, and the company`s stock price. The conducted research relies on the secondary data provided by financial reports, statistics, scholarly articles, and related news sources accessed via online databases and online searches.\u0000\u0000With its availability in more than 190 countries worldwide, impressive video content library, and a very simple sign-up process, Netflix was very well positioned to benefit from the social restrictions during the pandemic. Millions of people under lockdown turned to at-home entertainment by subscribing to Netflix services and enjoying its content. Despite all the challenges that the company was facing during the pandemic, 2020 was a record-breaking year for Netflix in terms of subscriber number and revenue. Understanding how certain industries react to sudden disruption in the market and how quickly can they adapt their business in a rapidly changing environment is an important step in facing upcoming crises more effectively.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115157842","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":"SRL-O and gamification–the connection between the two elements in online learning platforms supporting learning goals","authors":"Julia Pausch","doi":"10.53880/2744-2373.2023.3.1.64","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.3.1.64","url":null,"abstract":"Showing content in online platforms is a wide topic and the possibilities for representing content seem to be endless. This paper discusses the incorporation of learners’ goals into content in online learning platforms, with the focus on gamification as the content representation method. In fact, the aim of this study was to explore how learning goals in an online self-regulated learning environment match with gamification as an online representation possibility. Thus, the terms gamification, self-regulated learning and learning goals as presented in different studies are analyzed and introduced in this work. The method used in this paper was a qualitative and quantitative semi-systematic literature research method. The results show how gamification and self-regulated learning go together and which key elements are used in gamification. The findings confirm that gamification supports learners’ goals in self-regulated learning during the following phases: performance, forethought and self-reflection.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126065524","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":"EFL Teaching in a Digital Environment","authors":"Rosina Preis, Senad Bećirović, Barbara Geyer","doi":"10.53880/2744-2373.2023.3.1.56","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.3.1.56","url":null,"abstract":"English as a Foreign Language (EFL) teaching has, similarly to all other subjects, gone through a digital transformation that was accelerated by the COVID-19 pandemic in 2020. Quarantines and subsequent distance learning led to new paths of teaching languages that opened up new chances to facilitate language learning. This web-based survey, conducted among Austrian secondary school students, aimed to identify methods and tools used in the EFL classroom, predictors for students’ digital skills and chances that can be utilized in the future.\u0000The following key results were observed: English classes during the school year 2021/2022 offered a wide variety of tools that the students worked with and improved in. Furthermore, the analysis showed that English language skills significantly influence and predict the improvement of students’ digital skills. Finally, multiple chances for working with digital devices in the EFL classroom could be extrapolated from the results of the survey.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131171083","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":"Attitudes towards anglicisms and the English language in the Bosnian/Croatian/Serbian language used by IT professionals and students in Bosnia and Herzegovina","authors":"Altijana Skopljak","doi":"10.53880/2744-2373.2022.2.3.42","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.3.42","url":null,"abstract":"Anglicisms, words borrowed from the English language, which do not have to be of English origin, are observed in the Bosnian/Croatian/Serbian language in Bosnia and Herzegovina. In addition, attitudes towards the English language by a certain group of native Bosnian/Croatian/Serbian speakers were observed. The research includes insights into the adaptation of anglicisms as an important point in borrowing into an inflective language. The research observes the attitudes towards the usage of anglicisms in the Bosnian/Croatian/Serbian language and each of them separately. Additionally, attitudes towards the English language, familiarity with anglicisms and proper use of the observed anglicisms has been included in the research. The familiarity with anglicisms is observed through the understanding of the meaning and their proper usage. The participants are random native speakers of the Bosnian/Croatian/Serbian language who belong to the Internet Technology (IT) field profession and are based in Bosnia and Herzegovina. The results show that both the attitude towards anglicisms and the English language are vastly positive, although a total of 44% of the observed anglicisms are translated. The positive attitude towards anglicisms implies their frequent use, mainly adapted to the different systems of the Bosnian/Croatian/Serbian language. The usage is reflected in the two possibilities: English words used in their original form or adapted on different levels. In addition, as the need for it appeared along, the adaptation was also observed. The original or an adapted form and how far the adaptation goes in the system of Bosnian/Croatian/Serbian language (phonology and morphology) The research also displays the advisability and growing need for anglicisms in this field and confirms the significance of those words in the Bosnian/Croatian/Serbian language. The findings imply that there is probably another parameter or parameter (variable(s) influencing the attitude, which could easily be the trend and the global reputation of the English language.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127495743","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":"Bosnian and Japanese Students' Perceptions of Learning English as a Foreign Language","authors":"Kademlija Dedic","doi":"10.53880/2744-2373.2022.2.3.31","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.3.31","url":null,"abstract":"The present study focuses on differences in teaching and learning EFL between Japanese and Bosnian students. Language learners struggle to learn a foreign language. The paper reports which part of the learning process students find the most difficult. The purpose of this study is to find out the main differences between Bosnian and Japanese students when acquiring the English language. To achieve this, a survey was conducted among 120 students from both countries using the questionnaire employed in Tragant, Thompson, and Victori (2013), Understanding Foreign Learning Strategies: A validation study, System 41,95-108, and the data were collected and analyzed. All students adopt the language individually, but there are many factors that may differentiate them from each other. Besides motivation, the education system and culture may affect the learning process. The paper discusses the basic learning elements such as grammar, reading, vocabulary, writing and speaking. Therefore, this study attempts to highlight the problems of students' language incompetence. The results indicate that Japanese students are devoted to grammar, more than Bosnian students. Bosnian students pay more attention to pronunciation while Japanese students speak slowly and are dedicated to memorizing new words.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117093243","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":"The relationship between digital competency, learning styles and learners’ perception of traditional versus technology-assisted language learning","authors":"Lamija Huseinović","doi":"10.53880/2744-2373.2022.2.3.17","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.3.17","url":null,"abstract":"The face of education is bound to be reshaped due to the changing needs of students, imposed by new and emerging technologies. The educational system has been stuck in time for generations, and while some improvements have been made, there is still a long way to go before the means of teaching and learning entailed by educational programs and institutions is fully adapted to the new digital age and learner profiles. There are numerous benefits of incorporating computer and mobile tools in the teaching and learning methods and its effectiveness has been demonstrated through numerous studies, some of which are referred to in this research paper. Technology allows students and teachers to interact and engage in creative ways through a digital environment that enables students of divergent learning styles to simultaneously learn lessons in a personalized manner that will ensure successful learning and performance. This research presents the results of a survey conducted with 50 learners in Bosnia and Herzegovina, between ages 18 and 47, which was conducted for the purpose of exploring relationships between digital competency, learning styles, and learners’ attitudes towards traditional versus digital means of education. The research found that there is a strong preference for technology-assisted learning where participants primarily chose video as a learning medium, followed by voice recordings, music, podcasts, and practical use of the language with native or highly proficient speakers of the language learned. The study results, therefore, suggest a necessity for the application of an eclectic approach in education.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117350909","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":"Examining Students’ Interaction and Satisfaction with Online Learning","authors":"Amina Alić Topić","doi":"10.53880/2744-2373.2022.2.3.1","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.3.1","url":null,"abstract":"Technology has made it possible for the higher education ecosystem to adapt to the different needs of students and to interact with them remotely when face-to-face interaction is impossible. This study aimed to investigate the relationship between interaction and online learning satisfaction and whether this relationship is mediated by academic self-efficacy and student engagement among 175 Bosnian high school students during the COVID-19 pandemic. The questionnaire was used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet, are pretty self-directed, and do not lack interactions or satisfaction with online learning. In addition, the findings indicated that while grade level and GPA do not significantly influence students' satisfaction levels, the amount of time spent online and gender significantly influence it, with males reporting higher levels of satisfaction. There is no correlation between gender or the amount of time spent online and online interaction. However, grade level and grade point average have a significant impact. Further, studies show that students who put less effort into their studies are much more likely to be satisfied with the online learning environment. Time spent online substantially affects internet self-efficacy and self-regulated learning, while grade, GPA, and gender have little to no effect. The results of this investigation may help educators design virtual classrooms that stimulate student engagement, discussion, confidence in using the web for learning, and self-directed study. Online learning will become more efficient as a result of this.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122979294","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":"Translation of the Passive Voice from English into B/C/S","authors":"Amina Adilović Lubić","doi":"10.53880/2744-2373.2022.2.2.45","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.2.45","url":null,"abstract":"The passive voice is generally overused in English, hence the need to investigate how it translates to other languages, B/C/S in particular. It is also widely used in academic and business English in order to make the text diplomatic and objective, as it is preferable for business. The aim of this paper is to determine whether passive in business English texts remains intact after translation to B/C/S, and whether it plays a more central role in English or in B/C/S. After gathering data from 30 different academic articles related to economics, 63 passive structures were selected and analyzed. Subsequently, a comparison was made between them and their B/C/S counterparts in order to determine how many were translated literally to B/C/S, how many preserved the voice but changed the form, and how many samples changed both voice and form. It was discovered that 17 samples were translated literally to B/C/S, 25 retained their voice but changed the form, and 21 samples retained neither voice nor form. Based on the results obtained we have come to an expected conclusion that passive is not as present in B/C/S as it is in academic and business English, thereby it plays a more central role in English than it does in B/C/S. Interestingly, there were two examples where voice transformation was reversed, the B/C/S passives became English actives. We find such occurrences unusual, as the passive voice is typically more common in English than in B/C/S.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"30 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123159035","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":"The Interconnectedness of Mindset and Learning Strategies: How Teaching the Lexical Approach could Support Deep Learning","authors":"Isabella Tinkel","doi":"10.53880/2744-2373.2022.2.2.30","DOIUrl":"https://doi.org/10.53880/2744-2373.2022.2.2.30","url":null,"abstract":"Mindset can have a profound effect on language learners’ willingness to engage in learning as well as their choice of learning strategy. Growth mindset learners, who embrace challenge, could prefer deep learning strategies, which require deep cognitive engagement. Conversely, fixed mindset learners, who believe that their abilities are unchangeable, would prefer shallow learning strategies, which need less cognitive effort. To exploit an existing growth mindset and to foster the move away from a fixed mindset, this study proposes introducing the Lexical Approach as a deep learning strategy. Consequently, the research explored the relationship between mindset and learning strategy by way of an online questionnaire administered to Bachelor degree students at the UAS Burgenland, Austria. Additionally, mindset and learning strategy’s connection with age, mode of study and English achievement were examined. Results obtained from 211 participants revealed no significant relationship between mindset and learning strategy overall or with age and mode of study. However, clear trends showed that most students endorsed a growth mindset and had a strong preference for deep learning strategies. English achievement alone, despite no significant relationship with mindset and learning strategy, showed that better grades were associated with a more fixed mindset and a preference for shallower learning strategies. Based on these results the Lexical Approach as a deep learning strategy can still be useful, since a general preference for this type of approach was visible and the prevalent growth mindset would present a good basis for such a challenge.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121163189","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}