Proceedings of The 6th International Academic Conference on Teaching, Learning and Education最新文献

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Promoting Equity and Inclusion in Online Learning Environments: Strategies for Ensuring Access and Success for All Students 促进在线学习环境的公平和包容:确保所有学生获得机会和成功的策略

Proceedings of The 6th International Academic Conference on Teaching, Learning and Education Pub Date : 2023-06-23 DOI: 10.33422/6th.tleconf.2023.06.101

Muneeba Anis

{"title":"Promoting Equity and Inclusion in Online Learning Environments: Strategies for Ensuring Access and Success for All Students","authors":"Muneeba Anis","doi":"10.33422/6th.tleconf.2023.06.101","DOIUrl":"https://doi.org/10.33422/6th.tleconf.2023.06.101","url":null,"abstract":"In the rapidly evolving landscape of education, online learning has become a vital platform for delivering educational opportunities to students worldwide. However, the inherent challenge lies in ensuring equitable access and fostering inclusive learning environments in these virtual spaces. This research paper explores the strategies for promoting equity and inclusion in online learning environments to ensure access and success for all students. Drawing upon a comprehensive review of literature, this study identifies key barriers and challenges to equitable access, examines effective instructional design strategies, analyzes the role of technology, and investigates the impact of online support services and resources on student engagement and success. By presenting evidence-based practices and successful implementations, this paper offers practical recommendations for educators, instructional designers, and policymakers to create inclusive online learning environments. The findings contribute to the ongoing discourse on inclusive education and pave the way for the development of effective strategies to address the diverse needs of learners, fostering an environment where every student can thrive regardless of their background or abilities.","PeriodicalId":447720,"journal":{"name":"Proceedings of The 6th International Academic Conference on Teaching, Learning and Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131621558","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

Comparing The Readability Level of Biology Exams Texts in Malta 比较马耳他生物考试文本的可读性水平

Proceedings of The 6th International Academic Conference on Teaching, Learning and Education Pub Date : 2023-06-23 DOI: 10.33422/6th.tleconf.2023.06.102

M. Azzopardi, Carmel Azzopardi

{"title":"Comparing The Readability Level of Biology Exams Texts in Malta","authors":"M. Azzopardi, Carmel Azzopardi","doi":"10.33422/6th.tleconf.2023.06.102","DOIUrl":"https://doi.org/10.33422/6th.tleconf.2023.06.102","url":null,"abstract":"We used a quantitative approach to evaluate the readability level of comprehension test passages in high-stakes, advanced-level biology exams in Malta. We studied 37 passages from a public institution and 54 from national exams from the years 1996 to 2022. Using an online computational tool called Coh-Metrix we calculated three readability formulas, Flesch Reading Ease, Flesch-Kincaid Grade Level, and Coh-Metrix L2 Reading Index. All three indices indicated that all texts were \"difficult\" and understood by English-speaking undergraduates; however, for Maltese students, English is a second language (L2). We computed ANOVA to analyse differences in readability indices in the two high-stakes exams. The results revealed no significant difference in the readability of the texts, implying that the institution exposes students to the same level of difficulty as the national average. The Pearson correlation coefficient revealed that both exams maintained the same degree of readability throughout the study period. We found that the average word count and sentence length were significantly shorter in the public institution exams. Lexical diversity is an important indicator of how complex and difficult a text is to read. It measures how many different words occur in the text. The two indices of lexical diversity used showed that the texts of the institution were less complicated and difficult to read. Thus, in a way, paper setters at the institution attempt to match difficulty to the students’ level, keeping in mind that they have been learning the subject for one year. This study benefits paper-setters by allowing them to evaluate and match the readability of the comprehension test passages with 17-to 18-year-old L2 students.","PeriodicalId":447720,"journal":{"name":"Proceedings of The 6th International Academic Conference on Teaching, Learning and Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130163032","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