Journal of Applied Learning & Teaching最新文献

{"title":"Technology and education. Innovation and hindrances","authors":"","doi":"10.37074/jalt.2022.5.s1","DOIUrl":"https://doi.org/10.37074/jalt.2022.5.s1","url":null,"abstract":"","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"8 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128250609","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":"Introduction to the seventh regular issue of JALT","authors":"","doi":"10.37074/jalt.2021.4.1.1","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.1","url":null,"abstract":"","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133584788","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":"Update of the COVID-19 Higher Education Literature Database (CHELD v2)","authors":"K. Butler-Henderson, Shannon Tan, Karima Lalani, Sabu K Mandapam, T. Kemp, J. Rudolph, J. Crawford","doi":"10.37074/jalt.2021.4.1.22","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.22","url":null,"abstract":"The COVID-19 Higher Education Literature Database (CHELD) was created in 2020 to assist researchers with the publication of systematic literature reviews by completing the first step in a systematic literature review for them. Initially containing the first six months of literature related to COVID-19 and teaching and learning in higher education, this short communication presents the updated database. The CHELD Version 2 contains all identified journal articles published between 1 January and 31 December 2020 using a systematic literature review method. The rigorous process of article selection provides researchers with a validated source of literature from which they can more rapidly draw meaningful conclusions about the impact of COVID-19 on higher education learning and teaching. Whilst initially created as a researcher tool, the CHELD v2 can also be used by university leaders to identify rapid response measures undertaken by other institutions, and by educators seeking to identify new innovations to support the quick transition to online or emergency teaching.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130536423","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":"COVID-19 Higher Education Literature Database (CHELD V2)","authors":"","doi":"10.37074/jalt.2021.4.1.22d","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.22d","url":null,"abstract":"","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125416932","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":"Using Google shared files to facilitate successful online student group collaboration","authors":"Vanessa Stafford","doi":"10.37074/JALT.2021.4.1.21","DOIUrl":"https://doi.org/10.37074/JALT.2021.4.1.21","url":null,"abstract":"With a shift to mass online learning, maintaining the benefits of traditional on-campus collaborative group work is crucial for positive learning outcomes. Observations of online classes at a higher education business college reveal the risk of slipping into online lecturing if an educator feels that online group work 'doesn’t work'. This EdTech review explores Google’s suite of cloud-based shared files: Docs, Sheets, and Slides, through which we can maintain quality, efficient, and effective online group work. This review presents the history of cloud-based shared files, explores Google’s suite of products, discusses the importance of social constructivist online peer-peer learning, and concludes with practical shared file case studies. This review challenges the educator to be student-centred. It equips them with practical instructions to incorporate shared files into their classroom activities. It asks the educator to consider our commitment to the modern online student – to provide quality learning outcomes by implementing cloud-based shared files that improve collaborative online learning experiences.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123094848","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":"College students’ educational experiences amid COVID-19 pandemic","authors":"Salome Mshigeni, E. Sarwar, Eunice Kimunai","doi":"10.37074/jalt.2021.4.1.20","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.20","url":null,"abstract":"Introduction: While lockdown and shelter-at-home strategies enforced by governments were critically needed to contain the rapid progression of the COVID-19 virus, in the U.S., hundreds of millions of learners and higher education institutions were significantly impacted with their daily operations. This study looks at the COVID-19 impact on higher education, with an emphasis on technology, mental health, and resources provided by the university. Methods: We utilized primarily qualitative research methods to assess students’ responses of our survey and examined emerging themes. We analyzed each question for word order and identified phrases and keywords students provided. Results: Our findings show that 42% of the participants did not find online education to be difficult nor did they have any technical difficulties, and this is promising for the future of virtual education. On the other hand, 58% of the students found the whole experience to be challenging, owing to a number of reasons (internet access, Blackboard knowledge, lacking motivation, and instruction related challenges). In terms of stress/anxiety levels, at least 88% of the students were stressed due to multiple factors (i.e., catching COVID-19, financial difficulties, staying engaged, finding childcare, maintaining relationships, losing family members). Interestingly, 82% of the students reported not using campus-provided virtual workshops. Conclusion: Recommendations for improvement are provided.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124939376","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":"Kamei, Robert K. (2021). Strategic learning. A holistic approach to studying. World Scientific.","authors":"J. Rudolph","doi":"10.37074/jalt.2021.4.1.19","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.19","url":null,"abstract":"Willing or unwilling, we are all compelled to lifelong learning. It is thus unsurprising that an elective by Professor Robert Kamei (the founding Vice Dean at Duke-NUS Medical School and the author of Strategic Learning) on Learning to Learn Better is exceedingly popular at Singapore’s flagship university, the National University of Singapore (NUS). The course inspired Kamei to write this excellent and enjoyable book that at around 200 pages, is structured into ten chapters. The book also comes with appendices, a useful bibliography and numerous boxed quotes from Kamei’s students that showcase their experiences with studying. Laudably, it is complemented by a freely accessible website (strategiclearn.org). Although the intended audience for the book is predominantly university students and teachers, the book’s holistic and strategic approach to learning – and us all being compelled to lifelong learning in a knowledge economy – mean that it is useful for learners of all ages.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127637968","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":"Understanding the concepts of digital learning approaches: An empirical analysis of schools in developing countries","authors":"Teck Choon Teo, Aji Divakar","doi":"10.37074/jalt.2021.4.1.18","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.18","url":null,"abstract":"The rising popularity of learning via e-learning platforms, coupled with the accelerated pace in mobile devices’ uptake during the post-COVID-19 environment, presents tremendous learning demands on mobile and wireless networking infrastructure. Some fundamental principles and components are essential to maximizing user experience and online program success. This paper will explore the gaps between traditional learning and mobile learning by presenting a comprehensive survey of the two areas’ cusps. We trace the practices in mainstream schools with potential online program development and delivery strategies to meet the school’s ratification. We identify the critical learning and performance support. We then discuss several techniques and platforms that facilitate the efficient deployment of learning onto mobile systems. Finally, we discuss how to tailor learning to mobile environments, propose a set of activities that would augment online presence for students, and open directions for future research.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130796986","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":"Investigating the use of LEGO® Bricks in education and training: A systematic literature review","authors":"Desmond Ng Yong Liang, F. Yun, N. Minato","doi":"10.37074/jalt.2021.4.1.17","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.17","url":null,"abstract":"Despite the increasing attention paid to LEGO® as a learning tool rather than a child’s toy, teaching practices and methodologies for using LEGO® vary according to educational contexts. The purpose of this paper was to investigate the various educational contexts of LEGO® usage in higher education and to identify trends in teaching practices. A systematic literature review was conducted on the use of LEGO® bricks in education and training using an exploratory sampling approach. A total of 298 articles were explored in internationally recognized journal databases using keyword search, and 26 articles were selected for a detailed review. We found a clear distinction in LEGO® usage between learning facilitation and thinking facilitation, as well as between individual application and group application. A simple typology with four quadrants is proposed based on our findings to help novice educators introduce LEGO® into their pedagogical designs.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128893704","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":"Online learning during COVID-19 emergency– a descriptive study of university students\u0000experience in Mozambique","authors":"Hélio Rogério Martins, Iolanda Cavaleiro Tinga, J. Manjate, Lénia Cecília Alberto Sitoe, Ana Paula Xavier Matusse","doi":"10.37074/jalt.2021.4.1.16","DOIUrl":"https://doi.org/10.37074/jalt.2021.4.1.16","url":null,"abstract":"Initially described as pneumonia of unknown etiology, COVID-19 emerged in China in late 2019 and quickly spread around the world. Its impact has resulted in the closure of schools in several countries, including Mozambique, and at that time, the teaching and learning process shifted to digital platforms. In this context, this research was developed with the aim of describing students’ experience with the teaching and learning process using digital platforms during the state of emergency. We surveyed 6,542 students from 43 public and private higher education institutions, of whom 3,226 (52%) were male and the average age was 24 years. The survey was answered using the Google Forms platform between 4th and 12th of May 2020. Descriptive statistics were used for data analysis, and the results are presented in simple tables. 98.5% of the students were at the undergraduate level, about 1% pursued a Master’s degree and only 0.3% were attending a doctoral course. The most used platforms were WhatsApp, email and Google Classroom, and about 64% reported an unsatisfactory level of competence and just over three quarters had some kind of difficulty. The most used device to access the platforms was the cellphone (59.4%), however only 45.5% had the device available full time. Only 27% of the students were able to follow all classes, and difficulty of comprehending some topics and the poor quality of the internet were the main barriers. Furthermore, only 34% of them stated that they continued to have all classes initially planned and about 78% rated the performance of their teachers as poor or reasonable. About 65% believed that the quality of the teaching and learning process had decreased, and 80% had an unsatisfactory experience in their adaptation to the process and almost the same proportion (79%) would not continue with this teaching modality. During the suspension of classes, students used a variety of digital platforms and faced constraints regarding access to the internet, as well as difficulties in adapting to the process.","PeriodicalId":334920,"journal":{"name":"Journal of Applied Learning & Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131403812","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}