International Journal of Development Education and Global Learning最新文献_第2页

Book review: Sustainable and Democratic Education: Opening spaces for complexity and the future, by Sarah Chave 书评:《可持续和民主的教育:为复杂性和未来打开空间》，作者:萨拉·查韦斯

International Journal of Development Education and Global Learning Pub Date : 2022-12-13 DOI: 10.14324/ijdegl.14.2.03

D. Dinçer

引用次数: 0

Learning loss during the pandemic: Views of Indonesian teachers and parents 大流行期间的学习损失:印尼教师和家长的观点

International Journal of Development Education and Global Learning Pub Date : 2022-10-25 DOI: 10.31763/ijele.v4i3.765

I. F. Kristiana, C. Widayanti, Prasetyo Budi Widodo, Yeniar Indriana

{"title":"Learning loss during the pandemic: Views of Indonesian teachers and parents","authors":"I. F. Kristiana, C. Widayanti, Prasetyo Budi Widodo, Yeniar Indriana","doi":"10.31763/ijele.v4i3.765","DOIUrl":"https://doi.org/10.31763/ijele.v4i3.765","url":null,"abstract":"The pandemic situation has dramatically caused a shift from face-to-face learning to online-based distance learning. Learning loss has become an unanticipated impact and threatens almost all students in the world, including Indonesia. This qualitative study aimed to explore the understanding of teachers and parents in Indonesia about learning loss. A total of 16 participants consisting of teachers and parents (Mage = 44.5; Female = 81.25%; Male = 18.75%) were involved in focus group discussions as the data collection process. This is narrative research using thematic analysis from Braun Clarke (2006) was used in data analysis. There were 6 final themes about learning loss, namely: the determinants, the forms, the negative impacts, the strategies to minimize, the parties who are responsible for overcoming it, and the expectations of teachers and parents. The unique findings of this study establishing the possibilities for future research include decreased motivation and positive characters as a new form of learning loss, teacher capacity in conducting online learning, technological literacy for parents, and learning loss for students with special needs as well as network constraints and unnecessary involvement from parents (finishing student assignments) as parts of the causes of learning loss. It is necessary to have a strategy in overcoming learning loss in a collaborative effort from various parties responsible for the education system in Indonesia.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"280 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77587831","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

Combating Learning Loss: How do Students Engage Cognitively and Affectively in Online-Based Academic Activities? 对抗学习损失:学生如何在认知和情感上参与在线学术活动?

International Journal of Development Education and Global Learning Pub Date : 2022-10-25 DOI: 10.31763/ijele.v4i3.692

F. Alghadari, Audi Yundayani

{"title":"Combating Learning Loss: How do Students Engage Cognitively and Affectively in Online-Based Academic Activities?","authors":"F. Alghadari, Audi Yundayani","doi":"10.31763/ijele.v4i3.692","DOIUrl":"https://doi.org/10.31763/ijele.v4i3.692","url":null,"abstract":"Education is confronted with the issue of learning loss during the pandemic, although cognitive and affective engagement in online academic activities can serve as a countermeasure. This research examines how students' cognitive and affective engagement in tasks is associated with online academic activity. This quantitative study, conducted on 208 students at private universities in Jakarta, employs an observational technique and an explanatory design. This study aims to determine the adequacy of the measuring model and its structural models used to examine the link between intrinsic motivation components. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance review when completing activities. Evaluating effort and performance begins with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time for academic activities while also educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task in virtual online learning can result in low-quality performance. These findings should inspire the teacher to create a lesson plan that engages students by considering the fundamental components of learning, such as the students' characteristics and backgrounds.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87805703","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

Using learning analytics to improve the educational design of MOOCs 运用学习分析改进mooc的教学设计

International Journal of Development Education and Global Learning Pub Date : 2022-08-21 DOI: 10.31763/ijele.v4i2.641

H. Khalil, Martin Ebner, Philipp Leitner

{"title":"Using learning analytics to improve the educational design of MOOCs","authors":"H. Khalil, Martin Ebner, Philipp Leitner","doi":"10.31763/ijele.v4i2.641","DOIUrl":"https://doi.org/10.31763/ijele.v4i2.641","url":null,"abstract":"In recent years, the interest in Massive Open Online Courses (MOOCs) and Learning Analytics research have highly increased in the areas of educational technologies. The emergence of new learning technologies requires new perspectives on Educational Design. When the areas of MOOCs, Learning Analytics and Instructional Design developed, the interest and connection between these three concepts became important for research. Learning Analytics provides progress information and other individualized support in MOOC settings where teachers are not able to provide learners with individual attention, which would be possible in a traditional face-to-face setting. Through collective views over the learning process, the overall progress and performance are indicated. Moreover, results can lead to Educational Design improvements. Every time a learner interacts with the system, data is created and collected. Many Educational Designers do not take advantage of this data and thereby, losing the possibility to impact the course design in a powerful way. This research work strongly focuses on the implication of Learning Analytics for Educational Design in MOOCs. Many methods and algorithms are used in the analytical learning process in MOOCs. Currently, a great variety of learning data exists. First, well-known Instructional Design patterns from different models were collected and listed. In a second step, through the collected data is used to point out which of these patterns can be answered by using Learning Analytics methods. The findings of the study show that it is possible to better understand which environments and experiences are best suited for learning by analyzing students' behaviors online. These results have great potential for a rapidly and easier understanding and optimization of the learning process for educators.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74070355","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

Factors affecting students’ intentions toward green entrepreneurship in COVID-19 pandemic times: A case study of Egyptian universities 新冠肺炎疫情时期影响大学生绿色创业意愿的因素——以埃及高校为例

International Journal of Development Education and Global Learning Pub Date : 2022-08-10 DOI: 10.31763/ijele.v4i2.716

H. Ead, Ahmed Rashed, Waleed Ghoniem, Mohamed Turk

{"title":"Factors affecting students’ intentions toward green entrepreneurship in COVID-19 pandemic times: A case study of Egyptian universities","authors":"H. Ead, Ahmed Rashed, Waleed Ghoniem, Mohamed Turk","doi":"10.31763/ijele.v4i2.716","DOIUrl":"https://doi.org/10.31763/ijele.v4i2.716","url":null,"abstract":"The impact of government assistance, entrepreneurial self-efficacy, conceptual development support, and educational development support on green entrepreneurial aspirations through university curriculum during the COVID-19 epidemic is explored in this research. It is the first of its kind in Egypt and is based on a sample population of 502 undergraduate students from various faculties at five Egyptian universities (two public, two private, and one institution with international cooperation). It employs structural equation modelling via SmartPLS. This study can assist other Egyptian universities in creating strategic plans for environmental initiatives and ensuring that students are given the necessary skills to succeed. The study aims to evaluate the impact of conceptual development support offered by universities in terms of fostering interest and presenting novel ideas to students to start a new project, government support provided in terms of laws and programs to encourage entrepreneurship, development of university curriculum to promote entrepreneurial self-efficacy through regular courses, postgraduate practices, and networking with entrepreneurs. Academics, especially those in universities in Egypt or other Arab or African nations, as well as policymakers, can gain from this research's potential to build new standards to support green entrepreneurship and sustainable economies.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85535080","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

Evaluation of an Iranian ELT book series 伊朗英语教学丛书的评价

International Journal of Development Education and Global Learning Pub Date : 2022-08-10 DOI: 10.31763/ijele.v4i2.767

Nasrin Sedaghatgoftar

{"title":"Evaluation of an Iranian ELT book series","authors":"Nasrin Sedaghatgoftar","doi":"10.31763/ijele.v4i2.767","DOIUrl":"https://doi.org/10.31763/ijele.v4i2.767","url":null,"abstract":"Evaluating textbooks to ensure their efficacy and consistency with the course objectives is imperative as they are considered as pivotal components in English language teaching. The present study was an attempt to analyze and evaluate a local Iranian ELT book series taught at the adult department of Iran Language Institute (the ILI). In doing so, 60 English language teachers teaching English at the ILI for at least three years were invited to check their opinions on each item of the Nativized Checklist to Evaluate General English Course Books in Iran developed by Shatery and Azargoon (2012) who adapted and validated Joshua Mickley’s Checklist (2005) for the Iranian context. The design of the study was descriptive, and the data obtained were subjected to descriptive statistics to determine the frequency and percentage of the participants’ responses. The findings revealed that, generally speaking, the participants held a negative standpoint toward the content of the books. It was concluded the books need thorough modification and change. More elements of communicative language teaching need to be implemented and incorporated into the books and they need to get closer and closer to the real-world needs of the learners. Besides, more cultural elements should be provided to reinforce the learners’ cultural awareness and understanding of the target language. The findings have implications for materials developers, syllabus designers and language teachers.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78531864","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

Listening as productive skills: Reinventing classroom tasks 倾听作为有效技能:重塑课堂任务

International Journal of Development Education and Global Learning Pub Date : 2022-08-08 DOI: 10.31763/ijele.v4i2.664

D. Bao, Yongde Ye

引用次数: 1

Students’ self-regulation, critical thinking, and learning performance in learning e-commerce through facebook 学生通过facebook学习电子商务的自我调节、批判性思维及学习表现

International Journal of Development Education and Global Learning Pub Date : 2022-08-02 DOI: 10.31763/ijele.v4i2.629

Jacquelin S. Linggu, Z. Tasir

引用次数: 0

The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers 阿曼公立学校校长的信任程度及其教师所认为的分配领导能力

International Journal of Development Education and Global Learning Pub Date : 2022-07-29 DOI: 10.31763/ijele.v4i2.663

A. Al-Omari, Yara Yasir Hilal

{"title":"The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers","authors":"A. Al-Omari, Yara Yasir Hilal","doi":"10.31763/ijele.v4i2.663","DOIUrl":"https://doi.org/10.31763/ijele.v4i2.663","url":null,"abstract":"Evaluating the relationship between the different components of distributive leadership help researchers and practitioners understand strength of relationships and potentially insight into how they are related with trust levels. The research aims at studying the trust levels of public-school principals in Oman and their distributive leadership as perceived by their teachers in Sultanate of Oman. The study adopts a quantitative research methodology were data was collected using the teacher trust in administration survey with 10 items, and the IB world school distributed leadership survey. A total of 201 teachers participated in the study. The study results indicated that the level of trust level was in moderate level that reported by teachers. All of the dimensions of distributed leadership were in moderate level. The correlation test showed that there was significant positive correlation trust level and all dimensions of distributed leadership. High level of correlation was between “school organization” and trust level (r=.891). Future research may also be explored, focusing on building trust between school leaders and teachers.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88876053","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

Book review: Global Learning and International Development in the Age of Neoliberalism, by Stephen McCloskey 书评:《新自由主义时代的全球学习与国际发展》，作者:斯蒂芬·麦克洛斯基

International Journal of Development Education and Global Learning Pub Date : 2022-06-08 DOI: 10.14324/ijdegl.14.1.02

Natalya Hanley

引用次数: 0