Higher Learning Research Communications最新文献_第2页

Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences 数字跨文化教育:自主学习经验的比较研究

Higher Learning Research Communications Pub Date : 2023-04-17 DOI: 10.18870/hlrc.v13i1.1365

Gareth Humphreys

{"title":"Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences","authors":"Gareth Humphreys","doi":"10.18870/hlrc.v13i1.1365","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1365","url":null,"abstract":"Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136243258","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

Stressors, Coping Strategies, and Achievement during Teaching Practicum in a Nigerian Public University 尼日利亚一所公立大学教学实习的压力源、应对策略与成效

Higher Learning Research Communications Pub Date : 2023-02-01 DOI: 10.18870/hlrc.v13i1.1356

Mensah Prince Osiesi, Udukhomose Suleiman Omokhabi, Sunday Ade Adeniran, Oluwayemisi Damilola Akomolafe, Oluwatoyin Tolu Obateru, Chigozie Celestina Oke, Adenike Lucia Aruleba

{"title":"Stressors, Coping Strategies, and Achievement during Teaching Practicum in a Nigerian Public University","authors":"Mensah Prince Osiesi, Udukhomose Suleiman Omokhabi, Sunday Ade Adeniran, Oluwayemisi Damilola Akomolafe, Oluwatoyin Tolu Obateru, Chigozie Celestina Oke, Adenike Lucia Aruleba","doi":"10.18870/hlrc.v13i1.1356","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1356","url":null,"abstract":"Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university. Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020–2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression. Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping strategies and sources of stress were identified among student teachers. Conclusion: Although pre-service teachers in many Nigerian teacher training institutions report various stressors and coping strategies, these do not predict their achievement during practicum. Implication for practice: The results can be useful in curriculum planning and policy design, especially for methodologies of coping and overcoming the various stressors accruing from the teaching profession in general. For universities and colleges of education, teacher trainers have knowledge about the teaching practicum, stressors, and the various coping strategies to be considered and appropriated into pre-service teachers’ training for optimal performance.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019626","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

The Importance of Digital Learning and Teaching in the Era of COVID-19 新冠肺炎时代数字化学习与教学的重要性

Higher Learning Research Communications Pub Date : 2022-12-30 DOI: 10.18870/hlrc.v12i2.1389

G. Burkholder, E. Krauskopf

引用次数: 1

Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing the Gap With Targeted Professional Development 应急远程教学与计划远程教学：以有针对性的专业发展缩小差距

Higher Learning Research Communications Pub Date : 2022-12-20 DOI: 10.18870/hlrc.v12i2.1340

Bonnie J. Covelli, Sudipta Roy

引用次数: 1

Availability of Social Support, Coping Strategies, Student Stressors and Wellness Among Older Women Studying Online During the Pandemic 疫情期间在线学习的老年女性的社会支持、应对策略、学生压力和健康状况

Higher Learning Research Communications Pub Date : 2022-11-30 DOI: 10.18870/hlrc.v12i2.1354

Stamatis Elntib, L. Edwards

{"title":"Availability of Social Support, Coping Strategies, Student Stressors and Wellness Among Older Women Studying Online During the Pandemic","authors":"Stamatis Elntib, L. Edwards","doi":"10.18870/hlrc.v12i2.1354","DOIUrl":"https://doi.org/10.18870/hlrc.v12i2.1354","url":null,"abstract":"Objectives: The purpose of the study was to explore the association between older women’s subjective perceptions of available social support, their coping strategies, self-reported wellness, and stressors experienced as online students studying during the pandemic. Method: A convenience sample of 115 older adult women learners (Mean age = 40.88, SD = 11.27) studying online in March 2021 in one of the world’s largest providers of higher-education distance-learning courses was gathered using a survey methodology. Results: Using structural equation modelling, we showed that perceptions of social support were associated with a higher use of positive coping and a lower use of negative coping strategies, ultimately improving markers of wellness and reducing student stressors. Conclusions: The results indicate that those who perceived that social support from significant others would be available upon request utilised more adaptive coping strategies to deal with study-related adversities during the COVID pandemic. Implications: The study highlighted the importance of embracing older students’ own capacity to cope with adversity and emphasizing that one-to-one support can be available if needed.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43960173","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

Audio - Article Summaries Volume 12, Special Issue (Spanish) 音频-文章摘要第12卷，特刊(西班牙语)

Higher Learning Research Communications Pub Date : 2022-10-31 DOI: 10.18870/hlrc.v12i0.1387

E. Krauskopf, G. Burkholder

引用次数: 0

Audio - Article Summaries Volume 12, Special Issue (English) 音频-文章摘要第12卷特刊（英文）

Higher Learning Research Communications Pub Date : 2022-10-31 DOI: 10.18870/hlrc.v12i0.1376

G. Burkholder

引用次数: 0

Experiences and Lessons Learned From the COVID-19 Pandemic 新冠肺炎疫情的经验教训

Higher Learning Research Communications Pub Date : 2022-10-30 DOI: 10.18870/hlrc.v12i0.1372

G. Burkholder, E. Krauskopf

引用次数: 1

How the “lessons learned” from emergency remote teaching can enrich European higher education in the post-COVID-19 era 紧急远程教学的“经验教训”如何丰富后COVID-19时代的欧洲高等教育

Higher Learning Research Communications Pub Date : 2022-09-07 DOI: 10.18870/hlrc.v12i0.1357

D. Vlachopoulos

引用次数: 12

COVID-19 and the Transition to Online Learning in the Basic Course: Examining Effects on Student Learning 新冠肺炎与基础课在线学习的过渡:对学生学习效果的考察

Higher Learning Research Communications Pub Date : 2022-08-18 DOI: 10.18870/hlrc.2022.v12i2.1331

Jeffrey H. Kuznekoff, Stevie Munz

{"title":"COVID-19 and the Transition to Online Learning in the Basic Course: Examining Effects on Student Learning","authors":"Jeffrey H. Kuznekoff, Stevie Munz","doi":"10.18870/hlrc.2022.v12i2.1331","DOIUrl":"https://doi.org/10.18870/hlrc.2022.v12i2.1331","url":null,"abstract":"Objectives: This study examines how the transition to remote delivery during the spring of 2020 affected student learning in the basic communication course. Methods: Participants in three different course delivery modes (face-to-face, online, and live interactive) were enrolled in a public speaking course with standardized adaptive reading quizzes, exams, and speech assignments. Participants completed several measures over the course of the semester and had their responses paired up with their end-of-semester grade book data. Results: Results of this study indicate that students who were enrolled in a face-to-face course and transitioned online during the COVID-19 pandemic were outperformed by online and learning interactive students in several of the standardized assignments in the course. Conclusions: Overall, face-to-face (FtF) students performed four percentage points lower in the course than the learning interactive and online groups while also demonstrating more emotional interest in the course than the other two groups. Implication for Theory and/or Practice: In future transitions to remote learning, FtF students may experience greater disruption than existing online students. Instructors should be mindful of this finding in transitioning to remote learning during the semester.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670123","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