Frontiers in education technology最新文献

{"title":"Qualitative Evaluation Insights Obtained from the Development of the Students’ English Speaking Skills Acquired at University of Bengkulu","authors":"Yun Lin","doi":"10.22158/fet.v6n3p99","DOIUrl":"https://doi.org/10.22158/fet.v6n3p99","url":null,"abstract":"Demonstrated in construction, deconstruction and reconstruction of the evaluation model in educational curriculum pertaining to students’ studies, it can be seen clearly in the evaluation experiences implemented at University of Bengkulu that students’ speaking skills have captured the critical attentions of a good many educational researchers. The concern shown for those students acquired at University of Bengkulu has reminded this researcher of the great necessity for her to take a good look at the static and dynamic status of the unsatisfactory performance of those students based on the analytical findings of this research article Improving English Students’ Speaking Skills through an Action Learning Strategy. To get close to the validity and reliability of the data collected from the participants analyzed in this article, this essay will make an objective and authentic comment on the entire analytical practices and processes of the researchers who have adopted the action learning strategy to make a qualitative analysis of those students’ speaking skills to absorb and to accumulate rich conducive qualitative evaluation experience from the qualitative evaluation virtues dwelled upon in the research background of this article, the true qualitative evaluation values in its problem statement, the qualitative evaluation implications in its evaluation model and the qualitative evaluation insights in its analytical practices respectively. Indebted to the critical insights carried in the action research evaluation model to be applied in this essay, it can be summarized that what has been obtained from this research article has turned out to be valid and reliable for the specific situations of those Indonesian students and the concretization of the action learning strategies to be applied into the learning practices and learning experiences of distinctive and diverse students to help them to improve their learning ability in combination with the particular educational context in which they have been particularized.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913741","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}

{"title":"An Exploration of the Innovative Teaching Mode of Mixed Ideological and Political Course Based on Flipped Classroom and Wisdom Classroom","authors":"Xianying Dai","doi":"10.22158/fet.v6n3p91","DOIUrl":"https://doi.org/10.22158/fet.v6n3p91","url":null,"abstract":"Innovation is the theme of the development of the new era. Ideological and political education should make good use of new ideas, data, digitization, networking and intelligent technology to promote the reform of teaching mode of ideological and political courses in colleges and universities. Flipped classroom realizes the reverse order innovation of the teaching process of ideological and political theory courses. Guided by the concept of wisdom education, smart classroom mainly innovates in three aspects: pre-class interaction, immediacy interaction in class and extended interaction after class, and realizes the secondary reverse innovation of teaching reform.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135490143","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}

{"title":"The Most Essential Skills for Newly Qualified Teachers","authors":"Xueqing Zhao","doi":"10.22158/fet.v6n3p81","DOIUrl":"https://doi.org/10.22158/fet.v6n3p81","url":null,"abstract":"The primary purpose of this essay is to propose the most essential skills for being a new teacher. Hence, three main sections are included in this essay. The first skill this essay would like to discuss is management skill. This section will argue two primary skills: personal and classroom management. Firstly, practical individual management skills could reduce the anxiety of entrants. Newly qualified teachers should design a work plan to prevent overpressure. Reasonable use of time is likely to enhance the satisfaction of their work. Therefore, that might reduce the school’s resignation rate, and the other management skills will emphasise students’ behaviours. Several students would like to know the last defensive line of their new teachers. Consequently, they might keep challenging the tolerance of their teachers. This is the reason why classroom management skills should be paid attention. Teachers should maintain each student’s rights so that they can have a harmonious climate in the classroom. Hence, beginning teachers should lead class management—the second section associates with the relationship between teachers and other people, including students, staff and parents. When communicating with students, teachers could apply particular methods to shorten the distance between pupils, such as appropriate humour. Furthermore, the other skilful colleagues might be regarded as beginning teachers’ teachers because of their extensive experiences. On the other hand, a harmonious relationship with parents is likely to promote children’s progress. Apart from these two skills, the third one that will be argued is the teacher’s individual teaching and development skills. Accordingly, the effective delivery of knowledge skills might decide whether or not the class is booming. Positive teaching skills should stimulate students’ critical thinking to achieve academic achievements. Moreover, beginning teachers should keep the belief that they are required to continue with professional development.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980425","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}

{"title":"Gender Differences in Secondary School Students’ Achievement in Chemistry in Samburu County, Kenya","authors":"Lomonyang Ekwam, F. Keraro, J. K. Ng’eno","doi":"10.22158/fet.v6n4p27","DOIUrl":"https://doi.org/10.22158/fet.v6n4p27","url":null,"abstract":"The purpose of this study was to investigate the gender differences in secondary school students’ achievement in chemistry. In addition, the study sought to identify the factors that contribute to gender differences in chemistry achievement to in order to enhance the provision of equal opportunities for the learning of chemistry and all other sciences in general to both boys and girls. Cross-Sectional study design under the descriptive survey research was used. The target population of the study comprised of all the secondary school chemistry students in both public and private secondary schools in Samburu county. The accessible population were all the form three chemistry students in the county. A sample of 286 students was selected from a population of 1,238 using stratified and simple random sampling techniques. Students’ Chemistry Achievement Test (SCAT) and Students’ Gender Interview Schedule (SGIS) were used to collect data. The data collected was analyzed using both descriptive and inferential statistics. The statistics derived included the analysis of percentages, mean, standard deviation, students’ T-Test scores and Chi-Square Test (x2 test) used to establish the relationship between culturally accepted gender roles and achievement in chemistry. The findings show that there was a statistically significant gender difference in chemistry achievement in favour of boys. As a result, boys’ schools performed better than both girls’ and co-educational schools. Boys had a high affinity and interest towards chemistry than girls. Also the culturally accepted gender roles had an effect on chemistry achievement. It is recommended that the Ministry of Education should initiate in-service programmes for teachers in science courses emphasizing on relevant scientific skills to empower teachers to provide learning opportunities that would reduce the gender differences and the effect of cultural factors known to enhance gender differences in the learning and achievement in chemistry. Curriculum developers and policy makers need to develop curriculum materials that would help to reduce the gender gap in learning and achievement.  ","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47462484","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}

{"title":"Research on the Construction of College Counselor Team from the Perspective of Competency—Based on the Improvement of Learning Resilience","authors":"Yun Zhu","doi":"10.22158/fet.v6n3p71","DOIUrl":"https://doi.org/10.22158/fet.v6n3p71","url":null,"abstract":"Based on the construction status of the college counselor team, this article analyzes the problems that exist in the team construction. Based on the basic characteristics of the competency perspective and with the aim of improving the learning resilience of medical students, this study aims to conduct research on the construction of the team of college student counselors. The aim is to demonstrate the mission and responsibility of counselors in college student management through the improvement of the team construction plan and the improvement of counselors’ comprehensive literacy, and to promote the steady development of college teaching management work.In the context of the reform of the education system in universities, college counselors, as grassroots forces in university management, can construct ideological and political education management work tailored to the characteristics of students, laying the foundation for the growth of college students. However, due to the heavy learning curriculum and high employment pressure of medical students, they prioritize postgraduate entrance exams over employment. Faced with conflicts between postgraduate entrance exams and clinical internships, there are psychological conflicts among students. The lack of autonomy and poor learning resilience in learning and daily life have an impact on the healthy growth of medical students. By continuously improving the team of college counselors, the characteristics, functions, influencing factors, methods, and carriers of enhancing the academic resilience of medical students and the construction of the counselor team have been clarified. The counselor’s service and education function has been fully utilized, combining practical problem-solving with ideological problem-solving. Focusing on the impact of academic resilience on students’ mental health, teachers and parents are encouraged to form a good learning psychology for students, Ensuring the healthy growth of college students plays a crucial role. Therefore, college student counselors should recognize the development status of the times, adhere to innovative ideas, build a counselor team training model based on the improvement of college students’ learning resilience, combine the characteristics of the competency model, and ensure the efficiency of various work execution through the cultivation of their own comprehensive abilities and the strengthening of work competence, to improve the overall level of counselor team construction, in order to meet the high level, distinctive, and The talent needs of international research universities.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883957","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}

{"title":"Perception of Linguistic and Affective Prosody in Individuals with Aphasia","authors":"Abhishek B. P.","doi":"10.22158/fet.v6n4p19","DOIUrl":"https://doi.org/10.22158/fet.v6n4p19","url":null,"abstract":"The current study was carried out with the aim of testing the perception of linguistic and affective prosody in individuals with aphasia. Convenient sampling was followed for the recruitment of participants. Comparative group design was used. The participants were divided into two groups. The first group comprised of 10 individuals with aphasia while the second group comprised of 10 neurologically healthy individuals. The study was carried out in native and non-native languages of the participants. Based on this premise, two tasks were configured. The first task required the participants to judge the prosody of sentences in native language and the second task required the participants to judge the sentences based on the prosody in the non-native language. Mann Whitney U test was used to compare the performance of the two groups. Statistically significant difference between the two groups was found on both the tasks. The theoretical premise suggests that the linguistic prosody is affected in left brain damaged adults however, the affective prosody is spared in this population. The findings of the current study contradicted this result as perception of linguistic and affective prosody was found to be affected in persons with aphasia.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49079800","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}

{"title":"Effects of Motivational Interviewing and Mindfulness-based Cognitive Therapies on Academic Burnout among Extra-mural Students in Ekiti State","authors":"Dr. Bamidele Joke Fowowe-Ogunmilugba, Prof. Rotimi Adebayo Animasahun","doi":"10.22158/fet.v6n4p1","DOIUrl":"https://doi.org/10.22158/fet.v6n4p1","url":null,"abstract":"Academic burnout is a mental and emotional fatigue state caused by continuous stress among extra-mural students. This syndrome is usually caused by repeated failure and overload of work in the school, which eventually leads to high dropout rate, truancy and failure. Academic burnout hinders academic success of students, as it truncates their advancement in moving to the next academic stage. Previous studies focused largely on predictors of academic burnout of in-school adolescents, while little attention was paid to extra-mural students. This study, therefore, was designed to determine the effects of Motivational Interviewing Therapy (MIT) and Mindfulness-Based Cognitive Therapy (M-BCT) on academic burnout among extra-mural students in Ekiti State, Nigeria. Moderating effects of academic self-efficacy and goal setting were also examined. Pretest-posttest control group quasi experimental design with 3x3x3 factorial matrix was adopted. Three extra-mural centres were randomly selected in Ekiti State, while the simple random sampling technique was used to select participants from each of the remedial study centres. The remedial centres were randomly assigned to MIT (29), M-BCT (51) and control (25) groups, making a total of 105 participants. The instruments used were Academic Burnout Indicator Inventory (for screening – ?=0.92), Maslash Academic Burnout (?=0.70), Academic self-Efficacy (?=0.86) and Goal Setting (?=0.80) scales and instructional guides. Data were subjected to descriptive statistics, Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. Participants’ age was 22.14±3.15years. The majority of the participants were female (61.5%). There was a significant main effect of treatment on academic burnout of the participants (F(2;84)=140.13. partial ?2=0.77). The participants in the control group (111.04) had the highest mean scores on academic burnout, followed by the M-BCT (88.20) and the MIT (61.59) groups. There was no significant main effect of academic self-efficacy and goal setting on academic burnout. There was a significant interaction effect of treatment and goal setting on academic burnout (F(2;84) =3.93, partial ?2=.16), in favour of the participants with high goal setting from the MIT group. Motivational interviewing and mindfulness-based cognitive therapies reduced academic burnout among extra-mural students in Ekiti State, Nigeria. Counselling psychologists and other help professionals should adopt these therapies.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45965828","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}

{"title":"Mediation through Computerized Dynamic Assessment (C-DA) for Second and Foreign Language Learning: A Literature Review","authors":"Xiaotian Liu, Miao Hu","doi":"10.22158/fet.v6n3p62","DOIUrl":"https://doi.org/10.22158/fet.v6n3p62","url":null,"abstract":"This paper examines research on the effects and roles of computerized dynamic assessment (C-DA) in mediating second language (L2) learning and development. The review synthesizes studies on C-DA interventions for developing language skills including reading comprehension, vocabulary and grammar skills. C-DA studies indicate the promotion of language development, but the effectiveness is not all attributed to C-DA mediations. Effectiveness seems dependent on both C-DA and additional factors like noticing skills or teacher mediation. In these studies, most C-DA prompts are pre-constructed and not fully attuned to learners’ zone of proximal development, and some C-DA studies address this by complementing C-DA with human mediator interaction. Given the limited number of C-DA studies, the findings of this review are limited. More research is needed, especially on integrating human and computer mediation. However, this review offers implications for designing responsive C-DA platforms to better attune to learners’ needs.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68047539","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}

{"title":"Intersemiotic Shifts in the Subtitle Translation of Journey to the West via a Multimodal Framework","authors":"Chen Xinru","doi":"10.22158/fet.v6n2p167","DOIUrl":"https://doi.org/10.22158/fet.v6n2p167","url":null,"abstract":"Journey to the West is one of the four famous Chinese classical works and it was reproduced into TV drama both at home and abroad, which has aroused great concern. However, current studies mainly compare the English translated versions with Chinese one, focusing on the translation strategies for the verbal texts or on the cultural level. Therefore, this study explores different kinds of intersemiotic shifts in the subtitle translation of Journey to the West and reasons that have caused these intersemiotic shifts via a multimodal analytical framework. Ten episodes chosen according to the plots will be analyzed. Findings show that there are mainly six kinds of intersemiotic shifts in the Journey to the West. Image and para-/non-verbal modes can supplement the meaning expressed in the verbal texts.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45600814","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}

{"title":"Problem-oriented Method Selection: Approaches to Dealing with Ideological Problems among College Students","authors":"X. Su","doi":"10.22158/fet.v6n2p159","DOIUrl":"https://doi.org/10.22158/fet.v6n2p159","url":null,"abstract":"As ideological and political education workers in universities, we have the historical mission of cultivating college students’ socialist ideology and moral character with Chinese characteristics, shaping college students’ ideal personality with Chinese characteristics in the new era, and guiding them to practice socialist behavior in the new era. This requires ideological and political education workers in universities to have ideals, a correct view of life, and patience. We need to do our work carefully and solidly, and ensure that our daily work is in place. We should also be good at collaborating with ideological and political workers from all walks of life and working together. Universities should strictly enforce discipline, use necessary disciplinary measures in college students’ ideological and political education work (the bottom line of discipline), and cultivate college students’ compliance with laws and regulations. We can improve the education skills of ideological and political education workers through training in ideological and political work skills, etc.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41512414","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}