Asian Journal of Education and e-Learning最新文献

{"title":"Career Opportunities in Early Childhood Development in Botswana: A Desk Top Review","authors":"S. Trivedi","doi":"10.24203/ajeel.v3i2.2495","DOIUrl":"https://doi.org/10.24203/ajeel.v3i2.2495","url":null,"abstract":"Botswana is a signatory to the UN Declaration on Education for all (EFA). In 1994 the Early Childhood Care &Education programme was introduced in the main stream of education policy through the Revised National Policy on Education (RNPE) of 1994. Currently, important steps are being taken to promote Early Childhood Development (ECD). One of the major steps is to train professionals in early childhood through training. The challenge is limited knowledge of the general public about the career opportunities in early childhood.  Many people think that obtaining a degree in early childhood education is solely to prepare you for a career in teaching in pre-schools. A need was realized to inform public on the career in early childhood so that they can make informed decision. Thus, the main objective of the study was to present information on the career in early childhood development using available literature. Online literature was reviewed to update the career opportunities in ECD.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124102423","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":"Professional Development through Work Integrated Learning in Tourism and Hospitality – alive in South Africa","authors":"Joram Ndlovu","doi":"10.24203/AJEEL.V3I2.2335","DOIUrl":"https://doi.org/10.24203/AJEEL.V3I2.2335","url":null,"abstract":"Tourism is regarded as a modern-day engine for growth and is one of the largest industries globally. South Africa has earmarked tourism as a key sector with excellent potential for growth and development. With its spectacular scenery, friendly people, world-class infrastructure, South Africa is becoming one of the most desired destinations in the world. Being a labour-intensive sector, with a supply chain that links across sectors, tourism is a priority sector in the government’s planning and policy frameworks and it is perceived to be one of the six job drivers of the New Growth Path framework. To realise this vision, the government has embarked on skills enhancement drive to complement the tourism growth strategy. Initially tourism training was conducted in Technikons, and vocationally oriented colleges. With the introduction of tourism and hospitality education in conventional universities, a lot of programmes have sprouted up. But to what extent do the current curricula address the training needs in the industry? This paper argues that tourism and hospitality training should address the immediate needs of industry by preparing students for career related occupations. On one hand most graduates from conventional universities tend to delve deeper into more abstract issues, they tend to lack immediate skills that are demanded by employers. On the other hand graduates from colleges lack the aptitude and skills to drive innovation. Whilst higher education institutions play a significant role in the development of the hospitality and tourism industry manpower, they are failing to provide industry with knowledgeable graduates who are highly skilled with positive aptitudes, attitudes and behaviours towards work. The overpowering challenge facing higher education institutions is how to overcome the perceived lack of credibility of higher level hospitality and tourism management programs by the labour market. This paper identifies Work Integrated Learning (WIL) as the vehicle to prepare graduates for employability. The paper concludes with a set of critical success factors for higher education institutions, implications to curricula development and necessary industry partnerships.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123913246","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 Strategies of the University of Ghana Distance Education Programme","authors":"S. K. Badu-Nyarko, C. O. Benneh, Samuel Amponsah","doi":"10.24203/AJEEL.V3I2.2363","DOIUrl":"https://doi.org/10.24203/AJEEL.V3I2.2363","url":null,"abstract":"In the last few years, educational systems worldwide have experienced a paradigm shift from the traditional synchronous mode to incorporate the asynchronous mode. The main reason for this addition is because a lot of students are either working or having family responsibilities that will not permit them to be full-time students. This study, therefore, explores the implementation strategies that were used to establish the University of Ghana Distance Education Programme. The study is an explorative qualitative design that employs the use of two sets of open-ended interview guides to seek information from respondents who participated in the study. The participants of the study included all past coordinators of the programme as well as the centre organisers. All participants were purposively selected. However, their participation was voluntary. Findings from the study indicated that there was a time span of twelve years from the planning to the implementation of the programme. In spite of the delays, it was revealed that good communication with stakeholders and good structures were employed, making the implementation of the programme a success and also making the future of the programme brighter,as it is now moving into the use of web tools to meet the expectations of the current cohort of prospective university students.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125059078","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":"Introducing Blogs in Food Writing","authors":"F. Tazijan, S. Rahim, Fazrul Azmi Zulkifli, Mohd Razali, Noorliza Zainool, Khairul Hidayat Rezo","doi":"10.24203/AJEEL.V3I1.2164","DOIUrl":"https://doi.org/10.24203/AJEEL.V3I1.2164","url":null,"abstract":"With the recent advancement of technology, classes are shifting from the traditional teaching to interactive teaching and learning environment. One of the popular way teachers opt for is by blogging. Blog enables students and teachers to post and share their ideas, comments and thoughts. In this research, blogging is introduced to a group of UiTM Culinary degree students in their Food Writing class with the aim to investigate their perceptions towards blogging and how their perceptions are associated with their engagement in blogging. Students from the culinary program use blog to write their food review and food critique in their food writing class. Drawing data from gathered interviews and questionnaires, the research reveals the success of blogging depends on the participation and motivational aspects from the students, social networks and teachers are the main contributing factors to provide continuous blogging.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116797159","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":"Working Parents’ Transition to Elementary Schools in Japan","authors":"K. Takemori","doi":"10.24203/AJEEL.V3I1.2289","DOIUrl":"https://doi.org/10.24203/AJEEL.V3I1.2289","url":null,"abstract":"Recently in Japan, “The First Grade Barrier” phenomenon as the qualitative and quantitative shortage of out-of-school-hour care has become a big problem to working parents with children entering elementary schools. However, there is a possibility that working parents in Japan face barriers not only in reconciliation between their jobs and childcare, but also in relationships with schools or PTAs on their children’s entering schools. In this paper, the details of the gaps which working parents of first graders face in the transition from day-care centers to elementary schools were examined through an analysis of interview data of 25 parents. The problem shows a part of the discrepancy between the Japanese system of education and social welfare assuming male-breadwinner model and the changing lifestyles of Japanese families.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129504235","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":"Suitability of the Regular School Curriculum to learners with Disabilities in Inclusive Classrooms in Primary Schools in Kisumu County, Kenya","authors":"Willis Acholla Ogadho, J. Ajowi, R. Otienoh","doi":"10.24203/AJEEL.V3I1.2095","DOIUrl":"https://doi.org/10.24203/AJEEL.V3I1.2095","url":null,"abstract":"This research was carried out to examine suitability of the regular school curriculum to learners with disabilities in inclusive classrooms in Kisumu County in Kenya. It has been observed that teachers teaching in inclusive classrooms encounter problems in trying to adapt the curriculum content to accommodate all learners since they respond differently. Although education systems the world over have for long provided special education and related services to students with disabilities in segregated settings, reforms in education have embraced inclusive education as a more appropriate system to educate learners with disabilities. The research used descriptive survey design which utilized more direct methods like questionnaires, interviews, observation and focus group discussion to collect data. The study population included 250 teachers in 25 schools, 25 Head teachers, 8 County Quality Assurance and standards Officers and 6 Educational Assessment and resource Coordinators. Both purposive and saturated sampling were employed to select the units of analysis. Findings of the study showed that the regular primary school curriculum presents serious challenges to teachers in the process of implementation and recommend a review of the pre- service teachers curriculum to equip them with skills and knowledge to lucidly respond to the challenges appropriately.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115496139","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":"Knowledge towards HIV/AIDS among Universities Students in Taiwan – An Application of Item Responses Theory","authors":"Y. Lai","doi":"10.24203/AJEEL.V2I6.1839","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I6.1839","url":null,"abstract":"The HIV/AIDS pandemic was one of the most important and crucial public health challenges facing governments and civil societies in the world. Adolescents were at the center of the pandemic in terms of transmission, impact, and potential for changing the attitudes and behaviors that underlie this disease. Therefore, AIDS prevention has become a priority all in the world. A structured questionnaire was designed. A total of 277 university students’ feedbacks were collected. There were 236 female students and 41 male students. There were 135 students already taken health course and 142 students not take health course. With result of the study, the knowledge of HIV/AIDS was no significant differences existed between male and female. Male students and females’ knowledge of HIV/AIDS was not different. The knowledge of HIV/AIDS was significant difference existed between the taking health courses or no. These students who already take health courses get higher score than these students who not take health courses in knowledge towards HIV/AIDS. It could find that health courses were helpful in university students’ knowledge towards HIV/AIDS.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128447037","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 Inclusion/Exclusion Dialectic: a Study on Schools for Children of Leprosy Patients, during the 20th Century, in the Brazilian State of Paraná","authors":"A. M. Vieira","doi":"10.24203/AJEEL.V2I6.2010","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I6.2010","url":null,"abstract":"Leprosy is a disease surrounded by taboos and a strong stigma ever since the most remote times. In Brazil, during the first decades of the 20th century, leprosy spread progressively and came to be a central public health concern. Thus, between 1926 and 1947, time span of this research, the solution proposed was isolating lepers from the society, which motivated the construction of leprosaria in several states of the federation. In the Brazilian state of Parana, locus of the study, the Sao Roque Leprosarium began operating, serving as an autonomous colony, including hospital, school, prison, bakery, and what else was necessary to assist the day by day of the patients. The research discusses the insertion of that school for lepers' children in the wider project of a hospital-colony. The inclusion/exclusion dialectic in education, here represented by a perverse social insertion, involves the sick one entirely in his relationships.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132129746","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 Effect of Text-tracking Design on 4 th Graders’ Reading of e-Books","authors":"Pei-Yu Wang, Hui-Wen Chang, Feng-Jung Yang","doi":"10.24203/AJEEL.V2I5.1863","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I5.1863","url":null,"abstract":"This study examined the impact of e-book text-tracking design on 4 th graders’ (ten-year-old children’s) learning of six major classes of nutrients . The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: 1) Is there any difference in learning achievement ( recall and transfer ) between groups with different e-book text-tracking designs? 2) Is there any difference in learning motivation (attention, confidence and relevance) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: one was word-based tracking and the other was line-based tracking. A sample of thirty 4 th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test first, and then they read their assigned e-books for twenty minutes. After they finished reading, they were given a post-test and motivation survey. The result s showed that students in the line-based tracking design group performed better in recall scores and confidence . This study hoped to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117326899","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":"Discourse of Law: Analysis of Cooperative Principles and Speech Acts in Iranian Law Courts","authors":"Amin Mohammadzadegan Khoyi, Biook Behnam","doi":"10.24203/AJEEL.V2I4.1610","DOIUrl":"https://doi.org/10.24203/AJEEL.V2I4.1610","url":null,"abstract":"Judgment is closely connected with language, its questioning, answering, meaning and interpretation. Forensic linguistics for its application in real life and for its involvement in the field that is capable of influencing the course of one’s life has become a very interesting and pragmatic discipline to study; however, one that is still not very widespread in the Iran academic setting. This paper aims at providing an insight of how language operates in the legal setting by building bridges between cooperative principles and speech acts in forensic linguistics. This study is an initial attempt to investigate the relationship between violation of Gricean quantity maxim by more than 50 defendants (half of the cases incriminated and half of them acquitted) in relation to different speech acts which are used by interrogators in criminal courts. This study is based primarily on written and terminated documents from judiciary files. Data for this study is collected through Iran's judicial courts. This study aims to show how maxim of quantity is violated in criminal cases (incriminated or acquitted) in relation to different speech acts. The analysis shows that quantity maxims’ violation has correlation with criminal convictions in relation to different speech acts. Keywords: Judgment, Forensic Linguistics, Discourse of Law, Cooperative Principles, Speech Acts, Criminal Conviction and Acquittal.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127419642","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}