Journal of E-Learning and Knowledge Society最新文献_第7页

Innovative STEM lessons, CLIL and ICT in multicultural classes 多元文化课堂中创新的STEM课程、CLIL和ICT

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1587

Elisabetta Schietroma

{"title":"Innovative STEM lessons, CLIL and ICT in multicultural classes","authors":"Elisabetta Schietroma","doi":"10.20368/1971-8829/1587","DOIUrl":"https://doi.org/10.20368/1971-8829/1587","url":null,"abstract":"This article aims to describe a number of scientific activities carried out efficiently and effectively in English, French, Spanish and Italian in High Schools. Cooperative and constructive methodologies in multicultural classes, the learner’s centrality, Information and Communications Technologies (ICTs) and laboratorial tasks are the core of these projects. Every student, regardless of their linguistic, conceptual and scientific background acquired and reorganized his/her knowledge learnt by doing in multilingual contexts. Working in pairs or small groups Italians and migrants were able to perform complex and demanding tasks and create valuable digital products. Integration and the acquisition of knowledge of STEM were promoted through the awareness of teenage and adult students’ language competences, their conceptual and linguistic repertoire, their learning style and their type of intelligence. Content and Language Integrated Learning (CLIL) proved to be a suitable approach to increase motivation, develop the key European competences and promote integration. A quadrilingual approach in teaching STEM was the first successful attempt to find a solution to some problems that usually arise in multicultural classes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"21 4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913629","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: 11

Learning second language through restaurant menu dish names 通过餐厅菜单上的菜名学习第二语言

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1567

A. Graziano

{"title":"Learning second language through restaurant menu dish names","authors":"A. Graziano","doi":"10.20368/1971-8829/1567","DOIUrl":"https://doi.org/10.20368/1971-8829/1567","url":null,"abstract":"This article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78842864","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 Second Generation of Feedback-based Learning Model (FBL-2g) for Quantitative Courses in Higher Education 高等教育定量课程的第二代反馈学习模式(FBL-2g

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-01-06 DOI: 10.20368/1971-8829/1521

Yaron Ghilay

{"title":"The Second Generation of Feedback-based Learning Model (FBL-2g) for Quantitative Courses in Higher Education","authors":"Yaron Ghilay","doi":"10.20368/1971-8829/1521","DOIUrl":"https://doi.org/10.20368/1971-8829/1521","url":null,"abstract":"The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-Based Learning model (FBL-2g) regarding quantitative courses in higher education. The intention was to examine students' views towards the model and check if there are differences between theoretical quantitative courses such as math or statistics and a computer course. The research was based on three samples of students (n1=28, n2=25, n3=19, n-total=72) who studied three quantitative courses based on the new model. All three course sites were prepared and managed by the same lecturer. Students were asked to fill out an online questionnaire to assess various characteristics of FBL-2g and its impact on their motivation and learning process. \u0000The study findings show that according to students' attitudes, FBL-2g is perceived as very effective for learning quantitative courses. All characteristics were highly rated as follows: Diagnosis, prognosis, student motivation and sense of belonging and the contribution to learning improvement. Therefore, it is recommended to support and train lecturers who teach quantitative courses in higher education so that they can use this model making a significant contribution to the students' motivation and learning.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72525773","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

From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function 从教育背景到成瘾:技术在教学方法中的作用和作为教育功能的预防

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1504

G. Toto

{"title":"From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function","authors":"G. Toto","doi":"10.20368/1971-8829/1504","DOIUrl":"https://doi.org/10.20368/1971-8829/1504","url":null,"abstract":"Among the effects of neoliberalism, the diffusion of technologies, in negative the advance of individualism on the sense of community, is to be pointed out. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. On the other hand, nowadays, technological addiction is an educational problem not to be underestimated given its pervasiveness and diffusion among teenagers. The purpose of this article is to examine some positive and negative effects of technology on teenagers’ life styles. From a methodological perspective, it will be provided a systematic review of the existing literature on both technological addictions, by examining negative effects on adolescents’ mental health, and on educational strategies aimed at promoting positive effects through the analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioral addictions and promoting physical and mental wellbeing, given that the effective and guided use of technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"82 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85595263","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: 14

Heritage Education and Initial Teacher Training: an International Experience 遗产教育与初级教师培训:国际经验

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1488

A. Poce, F. Agrusti, Maria Rosaria Re

引用次数: 8

Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA 教师导入与数字文化。南意大利教师参加TFA的案例

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1494

Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli

{"title":"Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA","authors":"Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli","doi":"10.20368/1971-8829/1494","DOIUrl":"https://doi.org/10.20368/1971-8829/1494","url":null,"abstract":"This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape their own digital culture. All of the participants are in an induction process related to teaching students with special educational needs; however, some of them are already experienced teachers about other teaching fields (different from the one related to special educational needs). So, we first run Principal Component Analysis to detect what factors compose the participants’ digital culture. Then we run independent samples t-test to observe differences between males and females, and experienced and not experienced teachers. Results show that two of the four detected factors are similar to those proposed by literature. The other two, instead, differ from them. Furthermore, it emerged that, on average, males have higher scores than females on the factors; these differences are significant on three factors. Last but not the least, experienced teachers have, on average, higher scores than not experienced participants. However, these differences are not significant.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"51 1","pages":"67-78"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90339814","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

Promoting Digital and Media Competences of pre- and in-Service Teachers. Research Findings of a Project from six European Countries 提升职前及在职教师的数码及媒体能力。欧洲六国项目研究成果

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1497

M. Ranieri, Isabella Bruni

引用次数: 12

Online TESOL Teacher Education: outcome of a Pilot Project 在线TESOL教师教育:试点项目的结果

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1360

S. Filice, D. Bardetti

引用次数: 0

Model for Measuring the Implementation of Online Programs in Higher Education 高等教育在线课程实施的测量模型

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1394

Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart

{"title":"Model for Measuring the Implementation of Online Programs in Higher Education","authors":"Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart","doi":"10.20368/1971-8829/1394","DOIUrl":"https://doi.org/10.20368/1971-8829/1394","url":null,"abstract":"This study presents the results of expert judgment assessment of a model to measure the implementation of online programs in higher education. Online education is an innovative approach that has been used worldwide by several universities. The evaluation of the implementation of online education is, generally, focused in technology, content quality, instructor and service quality and learner satisfaction. However, it is weak in the structural and functional aspects of the universities. Therefore, a question needs to be answered: Are the dimensions and components of this model suitable for measuring the implementation of online programs? In order to answer that question, this work follows a descriptive statistical approach and four stages: 1. preparing the questionnaire for model assessment; 2. selecting experts; 3. application of the questionnaire; and 4. analysis of results. This study collected 39 completed responses from experts. The Aiken’s V coefficient was used as a measure to quantify the expert agreement. Findings illustrate the importance (88.4%), sufficiency (82%), influence (81.8%) and priority of the model components. As a conclusion, it was found that the dimensions and components of the model are suitable for measuring the implementation of online programs. The expert criterion is an important technique to support models designed from the literature. Limitations, as well as possible research directions, are also discussed.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"88 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75793254","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

Initial Teacher Education and Learning English at Primary School in Tuscany: Creative Perspectives, Current Challenges, and Possible Approaches 托斯卡纳小学初级教师教育和英语学习:创造性视角、当前挑战和可能的方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2018-06-18 DOI: 10.20368/1971-8829/1506

E. Guerin

{"title":"Initial Teacher Education and Learning English at Primary School in Tuscany: Creative Perspectives, Current Challenges, and Possible Approaches","authors":"E. Guerin","doi":"10.20368/1971-8829/1506","DOIUrl":"https://doi.org/10.20368/1971-8829/1506","url":null,"abstract":"This paper considers important contributions from language teaching and learning literature, so as to identify current challenges and issues related to initial teacher education in the preparation of trainee Primary School teachers to teach English in Primary School. It then examines the role of the English Language Learning-Teaching Methodology Workshops in initial teacher education in the Degree Course in Primary Education at the University of (Place) within the context of this recently instituted degree-course (2011). This is followed by a brief account of the English Language Learning and Teaching Methodology Workshop for the initial cohort (aa. 2011-2016), and the use of reference documents for language teachers (Council of Europe and National Guidelines) as a starting-point for the development of the methodology curriculum within the degree-course. The initial English Language teacher-training gap and a possible way to address the issue follows. \u0000The results of the study identify possible future directions and issues which, at least in the (Place) context, appear to be of major importance. Said issues also have a profound impact on teaching-learning contexts, and, most likely, demand meaningful actions if they are to be resolved in a productive way both for pre- and inservice teachers as well as their learners.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"2013 1","pages":"145-173"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86359964","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