Advanced Education最新文献_第6页

ASSESSMENT OF REFLECTIVE LEARNING STRATEGIES IN PEDIATRIC SURGERY COURSE AT MEDICAL UNIVERSITY 医科大学儿科外科课程反思性学习策略的评估

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.249703

A. Levytskyi, Oxana Vygovska, I. Benzar, D. Golovatiuk

引用次数: 0

STUDENTS’ VOICE ON FEEDBACK AND INSTRUCTIONS IN ACADEMIC WRITING 学生对学术写作中反馈和指导的意见

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.234216

Olena Hundarenko

{"title":"STUDENTS’ VOICE ON FEEDBACK AND INSTRUCTIONS IN ACADEMIC WRITING","authors":"Olena Hundarenko","doi":"10.20535/2410-8286.234216","DOIUrl":"https://doi.org/10.20535/2410-8286.234216","url":null,"abstract":"Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students’ “voice” on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students’ viewpoint rather than their supervisors’. Therefore, our task was to scrutinize the students’ perspectives and based on them develop further research. Observably, the analysed data furnish more positive students’ responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awakes heterogeneous opinions of the respondents. The final section of the questionnaire was aimed at finding out how instructions for writing during studies can be improved. It is notable that both groups (A and B) (from 66,67% to 100%) consider feedback, professional tutoring, online support and extra courses in writing as an effective tool for improving writing skills within academic curriculum. A logical follow-up of the study might be investigating most appropriate and “customer-friendly” ways of feedback and instruction. This might further instigate creating resources to support the unfolding of academic writing feedback across EFL program Europe-wide.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"8 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86608672","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

HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY 2019冠状病毒病大流行期间高等教育学习者对紧急在线教学的态度:以土耳其为例

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.245672

M. Valizadeh, Fatemeh Soltanpour

{"title":"HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY","authors":"M. Valizadeh, Fatemeh Soltanpour","doi":"10.20535/2410-8286.245672","DOIUrl":"https://doi.org/10.20535/2410-8286.245672","url":null,"abstract":"This mixed-methods study aimed at investigating the Turkish higher education learners’ attitudes towards Emergency Online Teaching (EOT) under the Covid-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"53 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76626047","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: 3

THE IMPORTANCE OF E-LEARNING FOR MANUFACTURING TECHNOLOGIES STUDENTS 电子学习对制造技术学生的重要性

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.240737

Marta Gluchmanová

{"title":"THE IMPORTANCE OF E-LEARNING FOR MANUFACTURING TECHNOLOGIES STUDENTS","authors":"Marta Gluchmanová","doi":"10.20535/2410-8286.240737","DOIUrl":"https://doi.org/10.20535/2410-8286.240737","url":null,"abstract":"The pandemic situation in Slovakia has shown that e-learning teaching within educational institutions has not received sufficient attention so far. The purpose of the paper is to stress the importance of e-learning application in foreign language teaching as well as show the possibilities of creating new educational portals for university students using professional foreign language texts. The KEGA project “Innovative Methods and Forms of Education for Needs and Development of Language and Communication Skills within Technical Professional Foreign Language Study Material” is still ongoing at the Department of Social Sciences and Humanities. The aim is to emphasize the importance of foreign language training for future engineers, and at the same time to look for modern and innovative mixed methods of education, which includes the use of e-learning. The paper compares the study results of more than 200 students in different study programmes at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice achieved during the academic year 2020/2021. The research findings prove that the experimental group of students from different study programmes achieved the best study results in those manufacturing technologies e-tests which are closely connected with their study programme. The results confirm that English teaching focused on tailor-made professional texts and topics within the engineering levels of studies was effective. Teachers also identified the strengths and weaknesses of students within tasks to practice language competencies. By applying e-tests students were able to improve their language skills, which can be practised in selected foreign companies or in their future careers as engineers, technicians, managers or computer programmers.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"34 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85659038","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: 3

IMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY FOCUSING ON CLIL TEACHER PROFILE 技校师资队伍建设的实施

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.240313

Jaroslava Štefková, Z. Danihelová, E. Kovacikova

{"title":"IMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY FOCUSING ON CLIL TEACHER PROFILE","authors":"Jaroslava Štefková, Z. Danihelová, E. Kovacikova","doi":"10.20535/2410-8286.240313","DOIUrl":"https://doi.org/10.20535/2410-8286.240313","url":null,"abstract":"The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analyzing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.\u0000 ","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"81 5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83534057","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

A CONFIRMATORY FACTOR ANALYSIS OF TEACHER’S COMPETENCE IN ACTION RESEARCH (TCAR) QUESTIONNAIRE 教师行动研究胜任力问卷的验证性因子分析

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.241148

Sylvester T. Cortes, Hedeliza Pineda, I. J. Geverola

{"title":"A CONFIRMATORY FACTOR ANALYSIS OF TEACHER’S COMPETENCE IN ACTION RESEARCH (TCAR) QUESTIONNAIRE","authors":"Sylvester T. Cortes, Hedeliza Pineda, I. J. Geverola","doi":"10.20535/2410-8286.241148","DOIUrl":"https://doi.org/10.20535/2410-8286.241148","url":null,"abstract":"The instrument that assesses teachers’ competence on AR methodology is limited. Thus, it is one of the issues concerning evaluating the effectiveness of a professional development program on designing AR projects. It is difficult to determine how much and what teachers have learned in a course or training. Thus, this cross-sectional study aimed to evaluate further the validity and reliability of the Teacher’s Competence in Action Research Questionnaire, a seven-factor instrument previously proposed by Cortes, Pineda, and Geverola (2020). This self-report scale was not subjected to confirmatory factor analysis, had less sample size, and had homogenous participants. In the present study, 450 participants, both pre- and in-service teachers and from different teaching specializations, answered the survey. The data were analyzed using the confirmatory factor analysis method through the Maximum Likelihood approach. Four model fit indices recorded satisfactory results (CFI = 0.890; TLI = 0.884; RMSEA = 0.072; SRMR = 0.039), thus, supporting the seven-factor scale. The standardized factor loading, composite reliability, average variance extracted, and Cronbach’s alpha coefficient/s of the entire scale and within subscales also provide evidence of the convergent validity and reliability of the scale. There may be an issue in the discriminant validity of the scale, but the conceptual distinctions of each factor as supported by theoretical foundation and arguments provide a principal reason for retaining all the items and factors.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"131 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72610266","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

ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS COMPLETED INDIVIDUALLY AND IN COLLABORATION 评估新闻系学生独立或合作完成的写作计画

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.178843

S. Fiialka, Olga Trishchuk, Nadija Figol, T. Faichuk

{"title":"ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS COMPLETED INDIVIDUALLY AND IN COLLABORATION","authors":"S. Fiialka, Olga Trishchuk, Nadija Figol, T. Faichuk","doi":"10.20535/2410-8286.178843","DOIUrl":"https://doi.org/10.20535/2410-8286.178843","url":null,"abstract":"The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"81 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81619976","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

CHALLENGES AND BENEFITS OF EXPERIENTIAL LEARNING: THE CASE OF OVERSEAS EXCHANGE PROGRAMS 体验式学习的挑战与益处:以海外交流项目为例

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.239232

Chieh Yang, Dengming Xie, J. Wong

{"title":"CHALLENGES AND BENEFITS OF EXPERIENTIAL LEARNING: THE CASE OF OVERSEAS EXCHANGE PROGRAMS","authors":"Chieh Yang, Dengming Xie, J. Wong","doi":"10.20535/2410-8286.239232","DOIUrl":"https://doi.org/10.20535/2410-8286.239232","url":null,"abstract":"This article highlights an increasingly popular form of experiential learning, namely overseas exchange programs. Experiential learning is regarded as a valuable way to link up theoretical knowledge and practical skills in hospitality and tourism education. Although some studies have addressed the importance of experiential learning, the factors influencing students’ choice of overseas exchange programs, and the challenges and benefits of students’ experiential learning are still unclear, especially on the overseas exchange programs. The purpose of this study is to reveal the whole picture of overseas exchange programs by utilizing experiential learning cycle theory, and further understand students’ perception of overseas experiential learning. By employing quantitative and qualitative methods, including questionnaire survey and in-depth interviews with students who have participated in the overseas exchange programs and content analysis of program information, this study analyzes the differences of factors considered by males and females in choosing overseas exchange programs, and displays the four-stage learning process of experiential learning in overseas exchange programs and identifies two themes of challenges (living challenges and learning challenges) and five themes of benefits (cognitive development, behavioural change, multiple skill development, social bonding development, academic competitiveness & employability enhancement) for experiential learning for students majoring in Hospitality and Tourism. The study enriches our understandings of the experiential learning cycle theory and provides insights to educators in the design of future overseas exchange programs.\u0000 ","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"86 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88160579","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

ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE 有效外语教师的属性:来自乌克兰的见解

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.235940

M. Levrints (Lőrincz), S. Myshko, K. Lizak

{"title":"ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE","authors":"M. Levrints (Lőrincz), S. Myshko, K. Lizak","doi":"10.20535/2410-8286.235940","DOIUrl":"https://doi.org/10.20535/2410-8286.235940","url":null,"abstract":" \u0000The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes. ","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"47 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77545549","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

FACTORS AFFECTING THE INTENTION TO QUIT FROM THE TEACHING PROFESSION AMONG VOCATIONAL TEACHERS 影响高职教师教师职业退出意愿的因素分析

IF 1.1

Advanced Education Pub Date : 2021-12-29 DOI: 10.20535/2410-8286.240382

S. Preechawong, Anusit Anmanatrakul, P. Pinit, R. Koul

{"title":"FACTORS AFFECTING THE INTENTION TO QUIT FROM THE TEACHING PROFESSION AMONG VOCATIONAL TEACHERS","authors":"S. Preechawong, Anusit Anmanatrakul, P. Pinit, R. Koul","doi":"10.20535/2410-8286.240382","DOIUrl":"https://doi.org/10.20535/2410-8286.240382","url":null,"abstract":"This paper aimed to explore the variables that influenced the intention to quit the teaching profession among vocational teachers. Moreover, the researchers examined the differences in the perception of the levels of emotional exhaustion, depersonalization, personal accomplishment, job satisfaction, and life satisfaction among vocational teachers in Thailand. The target population comprised vocational teachers from public colleges in Thailand with a total number of 29,915. The stratified random sampling technique was used for selecting the samples. The data collection involved self-report surveys from 510 vocational teachers from 55 vocational colleges in Thailand's metropolitan, north, northeast, east, and south. Correlation and regression analyses were used to examine the possible relationships among the variables and identify the significant variables. The findings reported that emotional exhaustion and depersonalization were moderate while personal accomplishment was at a high level. Job satisfaction was the strongest predictor of the intention to quit. In addition, three components of burnout influenced the intention to quit among the vocational teachers: emotional exhaustion, depersonalization, and personal accomplishment. For the implication, this study recommended a practical application in the dimension of policy improvement concerning teachers' welfare. It emphasized the need to develop programs supporting teachers' mental health to reduce burnout and increase job satisfaction.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"551 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78019268","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