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2. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
- Author
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
- Abstract
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
3. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
- Author
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
- Published
- 2016
4. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
5. 'High' Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Marie, Olivier, and Zölitz, Ulf
- Abstract
This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students' course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students' study effort. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
- Published
- 2015
6. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
- Abstract
This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
- Published
- 2014
7. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
- Published
- 2014
8. Globalisation and Privatisation: The Impact on Childcare Policy and Practice. Working Papers in Early Childhood Development, No. 38
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Bernard Van Leer Foundation (Netherlands) and Vanderbroeck, Michel
- Abstract
This paper concentrates on the impact of globalisation on childcare since the late 1970s, particularly in the last two decades. It looks at how our views about children, parents and public services have changed as a result. In particular, the paper examines the case in Belgium, where the consequences of globalisation are also analyzed in terms of quality and accessibility of services and the shifting power relations between the state, childcare providers, parents and experts in the field of early childhood education. In order to understand our present-day views on the services provided to young children and their families, it is necessary to have some historical context. The paper therefore also investigates how childcare institutions have emerged over the history of western Europe, with special emphasis on Belgium, before examining their evolution in a more international context, looking at recent research from different countries. The paper concludes by distilling the situation into three apparently contradictory situations, and asking if they can be resolved. (Contains 3 figures and 3 footnotes.)
- Published
- 2006
9. Sectoral Training Systems in a Knowledge Economy. Discussion Paper = Sektorale Ausbildungssysteme in der Wissensgesellschaft. Diskussions papier = Les systemes sectoriels de formation dans une economie de la connaissance. Document de discussion. CEDEFOP Panorama.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Warmerdam, John
- Abstract
Based on an explorative study of sectoral training systems, this paper looks at the opportunities and limitations of a sectoral approach to training from the perspective of the knowledge economy. After the definition of the sector concept, the paper presents a theoretical analysis of the main elements and processes of sectoral training systems, considered as dynamic social systems unfolding in time through joint interactions of sectoral agencies and bodies. Four basic elements are described: sectoral agencies and bodies; training agreements between agencies; sectoral training policies and provisions; and training activities at the level of the firms. A discussion of these four basic processes follows: articulation, negotiation, policy creation, and implementation. An overview is given of the actual state of affairs in Belgium, France, and the Netherlands, three countries with well-developed sectoral training systems in a number of branches. Discussed next are the opportunities of sectoral training systems in relation to the educational system and in relation to employment and innovation, such as flexibility of the educational system, adaptation of qualifications, reduction of unemployment, and transfer of innovations. The paper concludes with a discussion of the main limitations of a sectoral approach to training. (German, English, and French versions appear in side-by-side columns. (Contains 15 references.) (YLB)
- Published
- 1997
10. Reflections on Post-16 Strategies in European Countries. Interim Report of the Leonardo da Vinci/Multiplier Effect Project III.3.a. Priority 2: Forging Links between Educational Establishments and Enterprises (1997-2000) ID 27009. Working Papers, No. 9.
- Author
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Jyvaskyla Univ. (Finland). Inst. for Educational Research., Stenstrom, Marja-Leena, Stenstrom, Marja-Leena, and Jyvaskyla Univ. (Finland). Inst. for Educational Research.
- Abstract
This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)
- Published
- 1999
11. Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995).
- Author
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Lancaster Univ. (England). Dept. of Continuing Education., Hamilton, Mary, and Withnall, Alexandra
- Abstract
The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?--The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the Self" (Linden West); "Group Research Projects in Adult Continuing Education" (Joan Unwin); "Adult Self-Directed Learning in the Community and Its Implications" (Keith Percy); "Creativity Training for Design Engineers in Heavy Plant Industries" (Graham Thompson, Martina Lordan); "The Leeds Adult Learners at Work Project: Knowledge and Control in Employee Development Schemes" (John Payne, Keith Forester); "'Personal Troubles and Public Issues': University Researchers, Adult Educators and Adult Learners in Rural Areas" (John Payne); "Voluntary Organisations. Citizenship, Learning and Change" (Konrad Elsdon); "Inside Perspectives: Ex-Prisoners' Views on Prison Education" (Sally Malin, Ina J. Kell); "Mainstreaming, Critical Histories and Cultural Identities" (Tom Steele); "Responding to Language Shift among Young People" (Heini Gruffudd); "Accessing the Imagination: Creative Writing in Community Education" (Rebecca O'Rourke); "Learning from Working Together: Experiencing Collaborative Research as Education" (Sue Shuttleworth et al.); "The Challenge of Linking Research and Practice: Ways of Learning in Adult Basic Education" (Mary Hamilton, Wendy Moss); "Disability Voice" (Mal Leicester); "Returners, Mathematics and Targeting" (Roseanne Benn); and "Access of Adult to the University: A Comparative UK/Belgian Study" (Barbara Merrill, Jean-Luc Guyot). Many papers contain substantial bibliographies. (MN)
- Published
- 1995
12. The Determinants of Transitions in Youth. Papers from the Conference Organized by the ESF Network on Transitions in Youth, CEDEFOP and GRET (Universitat Autonoma de Barcelona) (Barcelona, Spain, September 20-21, 1993). 2nd Edition. CEDEFOP Panorama. Second Edition.
- Author
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European Centre for the Development of Vocational Training, Berlin (Germany).
- Abstract
This document consists of the 24 papers delivered at a conference that had five workshops examining various dimensions of the social and occupational transition of young people. The papers are arranged by workshop/session. A summary report precedes the other papers presented during a session. The papers in the session on perspectives on systems, institutions, and change are as follows: "Summary Report" (Karl Ulrich Mayer); "Understanding Change in Youth Labour Markets" (David Ashton); "Different Systems of Vocational Training and Transition from School to Career" (Hans-Peter Blossfeld); "Tracks and Pathways" (David Raffe); "On the Interest of Longitudinal Approaches in the Analysis of Vocational Transitions" (Jose Rose); and "Education and Training in Transition" (Karen Schober). Session 2 on labor market itineraries of secondary school leavers contains the following: "Summary Report" (Jose Rose); "Entry into Employment of Young People Who Have Successfully Completed Their Secondary Technical and Vocational Education in French-Speaking Brabant and Charleroi" (Simon Cabitsis, Adinda Vanheerswynghels); "Explaining the Differences in the Occupational Insertion of Educationally Lesser Qualified Young People" (Didier Demaziere, Brigitte Monfroy); "Transition to the Labour Market of Vocational and Technical Secondary School Leavers" (Jan Denys); "Complex Training Routes and the Results of Insertion among Young People" (Jordi Planas); "Time Spent in Education and Lack of Job Security" (Simon Cabitsis, Nouria Ouali, Andrea Rea); and "Analysis of the Use of Government Integration Measures Made by Young People Leaving Secondary Education" (Thomas Couppie, Patrick Werquin). The session on transitions in youth--social and household dimensions--includes these papers: "Summary Report" (Alessandro Cavalli); "Transition Behaviour and Career Outcomes in England and Germany" (Walter R. Heinz); "French Women Entering the Labour Process and Setting Up Households in the 1980's" (Annick Kieffer, Catherine Marry); "From Youth to Adulthood Project" (Matti Vesa Volanen); and "Main Features of the Structure of the Working Population" (Luis M. Larringa, Ascen M. F. de Landa). Session 4 on the process and consequences of education differentiation contains the following: "Summary Report" (Walter Mueller); "Transition from Education to the Labour Market for Young People in Sweden" (Karin Arvemo-Notstrand, Ingegerd Berggren); "Secondary Technical Education Qualifications" (Marcelo Ossandon, Pol Dupont); "Transition from School to Work" (Wim Groot, Hans Rutjes); "Returns to Education" (Richard Breen, Damian F. Hannan); and "Competition on the Labour Market" (Rolf van der Velden, Lex Borghans). Session 5 on labor market itineraries of higher education graduates consists of the following: "Summary Report" (Francois Pottier); "'How Does a Changing Labour Market Affect the Transition from Higher Education to Work?'" (Clara Aase Arnesen, Jane Baekken, Terje Naess); "Training and Employment in Hospitals" (Mateo Alaluf, Adinda Vanheerswynghels); "Family Social Status and Paths of Youths in the Systems of Education and on the Labour Market" (Lea Battistoni); and"Training and Occupational Routes of New University Graduates in Catalonia" (Josep M. Masjuan, Helena Troiano, Jesus Vivas, Miguel Zaldivar). (YLB)
- Published
- 1994
13. Penn Working Papers in Educational Linguistics, Volume 6, Number 1.
- Author
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Pennsylvania Univ., Philadelphia. Graduate School of Education., Hardman, Joel, Hardman, Joel, and Pennsylvania Univ., Philadelphia. Graduate School of Education.
- Abstract
The working papers contained in this volume include the following: "Creating Successful Learning Contexts for Biliteracy" (Nancy H. Hornberger), which focuses on characteristics of linguistic minority students in two classrooms situated in contrasting communities, programs, and language contexts; "Narrative Skills and Literacy Learning" (Deborah Hicks), an examination of storytelling by four first-grade children of differing ethnic and socioeconomic backgrounds; "Language Learning through Interaction: What Role Does Gender Play?" (Teresa Pica, Dom Berducci, Lloyd Holliday, Nora Lewis, Jeanne Newman), an analysis of differences in interactions of native-speaker and non-native-speaker in same- and cross-gender dyads; and "The 'Other Language': Language Planning in Belgium" (Michele Valasek), an examination of the ways status planning activities and legislation influence the use of Netherlandic and French in the northern provinces. (MSE)
- Published
- 1990
14. Promotion of Cooperation amongst Research and Development Organizations in the Field of Vocational Training. Working Meeting Papers (Berlin, West Germany, September 11-12, 1986). First Edition. CEDEFOP Document.
- Author
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European Centre for the Development of Vocational Training, Berlin (West Germany).
- Abstract
Eleven working papers are provided from a meeting to enable national training research and development organizations to present their current and future research and development priorities and exchange information and experience on projects of mutual concern. They cover a wide range of subjects in 11 of the 12 European Community Member States, but all the programs include work on changing qualification profiles needed to work effectively with new technologies. The papers include: "Summary of Major Research and Development Projects--AnCo (the Industrial Training Authority)--Ireland"; "Training Research Projects--The Centre for Studies and Research on Qualifications--France"; "Government Sponsored Research and Development on Vocational Training and New Technology--United Kingdom";"Work Results of the Federal Institute for Vocational Training--Federal Republic of Germany"; "Development of Research in the Field of Vocational Training--French- and German-Speaking Community, Onem, Belgium"; "Vocational Training by the National Manpower Service--Flemish Community, RVA, Belgium"; "Outline for Action in 1986--Institute for the Promotion of Workers' Vocational Training (ISFOL)--Italy"; "Summary Progress Report on the Training Research Programmes in Greece"; "Research Methods for the Investigation of Problems in the Linkage with the Labour Market in the Netherlands--University of Utrecht and PCBB"; "Vocational Training in Spain"; and "Development of Vocational Training in Small and Medium Craft Enterprises in the Grand Duchy of Luxembourg." (YLB)
- Published
- 1987
15. Universities and the State in Belgium: Past and Present Dimensions of Higher Education in a Divided Society. Yale Higher Education Research Group Working Paper 29.
- Author
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Yale Univ., New Haven, CT. Inst. for Social and Policy Studies. and Geiger, Roger L.
- Abstract
This paper, part of a series of studies on higher education in different countries, traces the origins of higher education in Belgium to the 1970's. From 1835-1876, Belgium universities were shaped by polarization bewteen Catholics and liberals, uncertainty about the basic institutional patterns in higher education, and the legislative intrusion of the state in higher education. The Higher Education Law of 1876 inaugurated a withdrawal of the state from the affairs of the universities, and the challenge of German Science placed an emphasis on research and scholarship. From World War I to 1960, the importance of the Flemish language increased in the universities, the principle of state financing of the private universities was established, and the state universities progressively won greater administrative autonomy from the state. The evolution and influence of higher technical education, the university expansion problem from 1960-65, the expulsion of the French from Louvain, the rebellion against the traditional university, and construction of the new order from 1969-71 are covered. Higher education enrollment stabilization in the 1970's, the difficulty of the first candidature, upgrading of technical education, the uncertainty of university-state relations, recurrent education, part-time university education, education for nontraditional students, and establishment of an open university are discussed. (SW)
- Published
- 1978
16. Two Paths to Mass Higher Education: Issues and Outcomes in Belgium and France. Yale Higher Education Research Group Working Paper.
- Author
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Yale Univ., New Haven, CT. Inst. for Social and Policy Studies. and Geiger, Roger L.
- Abstract
The patterns of development of mass higher education in France and Belgium are compared. Student enrollment data, governmental measures taken to meet needs, and effects of the action within higher education are examined. Results of mass higher education in terms of its principal expectations and future prospects are also analyzed. France and Belgium are eighth and ninth respectively in the rate of increase in higher education from 1950 to 1965. In France the transition to mass higher education has led to a complete restructuring of the predominant sector of higher education, and the process is even now incomplete. Belgium has made this transition without significant alterations in the basic structure of its institutions. The cases of the two countries offer some suggestive material about the social consequences of different forms of system organizational structure in higher education. (SW)
- Published
- 1979
17. FILM PROGRAMMES FOR THE YOUNG, REPORT ON A PRESENTATION OF CHILDREN'S FILMS ORGANIZED BY THE INTERNATIONAL CENTRE OF FILMS FOR CHILDREN (BRUSSELS, 19-23 SEPTEMBER 1958). REPORTS AND PAPERS ON MASS COMMUNICATION, NO. 28.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
IN AN EXHIBITION OF CHILDREN'S FILMS BY 20 COUNTRIES, MOST OF THE STORIES WERE ABOUT CHILDREN AND ANIMALS. THE MOST POPULAR FILMS WITH THE CHILDREN WERE THOSE HAVING HUMOR, OR REALITY MIXED WITH FANTASY, OR ENERGETIC ACTION, OR A CHANCE FOR THE CHILDREN TO FEEL PROTECTIVE. ALTHOUGH, POTENTIALLY, CHILDREN CONSTITUTE AN INTERNATIONAL ANDIENCE THERE ARE PRACTICAL DIFFICULTIES IN EXCHANGING FILMS. INDEED, CHILDREN'S FEATURE FILMS, WITH A LIFE SPAN OF TWENTY YEARS, AND WITH ATTENDANCE LIMITED BY SCHOOL, WEATHER, CLIMATE, AGES, AND EVEN SEX, PRESENT SUCH SPECIAL PROBLEMS AND PRODUCTION, STORAGE, DISTRIBUTION, AND EXHIBITION THAT SERIALS AND FAMILY FILMS ARE RECOMMENDED AS A SUPPLEMENT OR REPLACEMENT. INDIVIDUAL FILMS AND FILM PROGRAMS SHOWN ARE DESCRIBED AND ANALYZED. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS IN MEMBER STATES OR FROM MASS COMMUNICATION CLEARING HOUSE, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.75. (MF)
- Published
- 1959
18. Digital Competence Frameworks in Teacher Education
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Aigul Rakisheva and Allison Witt
- Abstract
For the quality training of future teachers, it is necessary to have a clear action plan, benchmarks, metrics, and progress indications for using technologies in education. Pre-service teachers' digital competence frameworks can guide their preparation and develop sufficient digital competence before actual practice. This paper analyzes the relevant literature that presents the available ICT competence frameworks for educators. The literature review findings indicate a need for an empirically validated pre-service teachers' digital competence framework that can be adjustable to the context and guide initial teacher preparation in developing modern pre-service teachers' digital competence. The paper also provides information and recommendations to those involved in initial teacher training development, research, and the integration of technologies into pre-service teacher education.
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- 2023
19. Using Virtual Reality and Peer Feedback to Reduce L2 Speaking Anxiety: An Exploratory Study
- Author
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Godefridi, Isabelle, Suñer, Ferran, Leblanc, Cécile, and Meunier, Fanny
- Abstract
The present study explored whether the use of Virtual Reality (VR) technology can help lower public speaking anxiety in the L2. To this end, we conducted an exploratory effect-of-instruction study using a one-group pre-test/post-test design with nine learners of English as an L2. The results from the post-test show that using VR in combination with peer feedback offers an interesting gateway to reducing public speaking anxiety. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
20. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
- Author
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
21. Analysis of Vocational Education and the Role of the Teacher
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Dagmar Rusková and Lubica Vaskova
- Abstract
Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]
- Published
- 2023
22. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
- Abstract
The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
- Published
- 2022
23. Innovative Aspects of Teaching Foreign Students to Read in English during Distance Learning
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Semian, Nataliia V.
- Abstract
This study examines the issues of teaching foreign students to read in English in the period of distance learning. The relevance of the problem under study is driven by the need for implementation of non-standard systems of teaching students the reading techniques in response to the quarantine isolation, due to the inability to undergo training according to the standard scheme. The purpose of the paper is to investigate and determine the main directions to consider the problem at hand, with an indication of its specific innovative solutions. A combination of analytical and logical research methods with a detailed analysis of available studies in the chosen field was chosen as the leading approach to the investigation of this question. The main results of this paper are: a statement of the availability of unlimited opportunities in this field, with the development of the Internet-based teaching technologies, and the recognition of the fact that the level of technical equipment of Ukrainian universities corresponds to that necessary for conducting successful classes with foreign students online in order to teach them to read in English. Prospects for further research in this area are determined by the urgent need for the development of distance learning in general and to teach foreign students to read in English, in particular, using innovative solutions that increase the overall efficiency of the teaching process.
- Published
- 2021
24. A Review of Research on the Use of Social Media in Language Teaching and Learning
- Author
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Istifci, Ilknur and Dogan Ucar, Asiye
- Abstract
The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.
- Published
- 2021
25. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
- Published
- 2021
26. The Next Steps for Apprenticeship. Cedefop Reference Series. No 118
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Cedefop - European Centre for the Development of Vocational Training, Organisation for Economic Cooperation and Development (OECD) (France), Cedefop - European Centre for the Development of Vocational Training, and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.
- Published
- 2021
27. Medical Students' Empathy during the COVID-19 Pandemic: A Cross-Sectional Study
- Author
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Triffaux, Jean-Marc, Tisseron, Serge, and Nasello, Julian A.
- Abstract
Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students' empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the "Interpersonal Reactivity Index" (IRI) and the "Basic Empathy Scale" (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students.
- Published
- 2023
28. A Conceptual Model for Effective Quality Management of Online and Blended Learning
- Author
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Blieck, Yves, Zhu, Chang, Schildkamp, Kim, Struyven, Katrien, Pynoo, Bram, Poortman, Cindy L., and Depryck, Koen
- Abstract
Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision-making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI-cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data-based decision making as a driver for effective CQI management in the context of OBL.
- Published
- 2020
29. Data Literacy on the Road: Setting up a Large-Scale Data Literacy Initiative in the Databuzz Project
- Author
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Seymoens, Tom, Van Audenhove, Leo, Van den Broeck, Wendy, and Mariën, Ilse
- Abstract
This paper presents "the DataBuzz Project." "DataBuzz" is a high-tech, mobile educational lab, which is housed in a 13-meter electric bus. Its specific goal is to increase the data literacy of different segments of society in the Brussels region through inclusive and participatory games and workshops. In this paper, we will explore how to carry out practical data literacy initiatives geared to the general public. We discuss the different interactive workshops, which have been specifically developed for "DataBuzz." We highlight the background, design choices, and execution of this large-scale data literacy initiative. We describe the factors that need to be taken into account to reach successful execution for such an ambitious project and the actions undertaken to become a long-term, sustainable solution. Throughout the article, we use the Data Literacy Competence Model as an analytical lens to analyse individual projects on data literacy and "DataBuzz" as an integrated project.
- Published
- 2020
30. Learner Attitudes towards Data-Driven Learning: Investigating the Effect of Teaching Contexts
- Author
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Forti, Luciana
- Abstract
Concordance-based Data-Driven Learning (DDL) aims to help second language learners infer language usage rules from language usage regularities. A number of DDL pedagogical treatments have focussed on phraseological units such as collocations, widely recognised as a central component of second language learning. This study evaluates DDL effects from an emic perspective, reflecting the learners' perceived usefulness of the approach, as opposed to etic perspectives, representing changes in language competence as a result of the approach. It compares a group of Chinese learners and a group of Belgian learners of Italian as a Second Language/ Foreign Language (SL/FL). The findings indicate that the Belgian students seem to have gained familiarity with the approach faster than the Chinese, though the latter seems to perceive greater long-term benefits of the approach, and are more favourable to future mobile phone applications. The study aims to shed light on possible learner-related differences in DDL treatments and on the insightfulness of emic data in assessing DDL effects. [For the complete proceedings, see ED600837.]
- Published
- 2019
31. Learning to Design a Mobile Hunt on Actionbound: A Complex Task?
- Author
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Delforge, Carole, Van de Vyver, Julie, and Meurice, Alice
- Abstract
The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in Louvain-la-Neuve, Belgium. These two steps allowed our multidisciplinary research team to analyse the use of the app from the perspective of not only the players but also the creators of the game. Research data was collected throughout the study via questionnaires, observations, and a focus group. A qualitative analysis of the STs' data allowed us to establish their digital profiles, thereby situating each of them in the digital integration process. The results suggest that integrating technology and content when designing a pedagogical activity is a complex task. Support and guidance from teacher trainers could therefore be recommended in order to propose a pertinent integration of technologies in the language classroom. [For the complete proceedings, see ED600837.]
- Published
- 2019
32. Design and Empirical Evaluation of Controlled L2 Practice through Mini-Games--Moving beyond Drill-and-Kill?
- Author
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Cornillie, Frederik and Desmet, Piet
- Abstract
A key design issue for tutorial CALL is that controlled practice activities need to engage learners in meaningful L2 processing, so that any knowledge developed in such practice may transfer to meaningful L2 use in complex skills. Furthermore, activities for controlled practice ideally engender intrinsic motivation, so that learners are willing to practise and remediate problems outside of the classroom. This paper reports on an experimental and design-focused study that tackled these challenges by means of mini-games embedded in a mystery story read in class. Results show that intensive receptive practice helped learners to develop knowledge that was accurate and quickly retrievable on tests of near transfer, and that practice also transferred to more complex written productive tasks, as well as--to a smaller extent--to spoken productive tasks. We make suggestions for future design on the basis of the spoken productive language test used in this study. [This paper was also presented at the 2014 EUROCALL Conference, Groningen, The Netherlands.] [For full proceedings, see ED564162.]
- Published
- 2015
33. VISP 2.0: Methodological Considerations for the Design and Implementation of an Audiodescription Based App to Improve Oral Skills
- Author
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Ibáñez Moreno, Ana and Vermeulen, Anna
- Abstract
In this paper the methodological steps taken in the conception of a new mobile application (app) are introduced. This app, called VISP (Videos for Speaking), is easily accessible and manageable, and is aimed at helping students of English as a Foreign Language (EFL) to improve their idiomaticity in their oral production. In order to do so, the app invites the user to make the Audio-Description (AD) of a clip, as part of a communicative task. This paper gives an account of the processes followed after creating and testing VISP, until arriving at the conception of its second version, VISP 2.0. This was accomplished by carrying out several empirical tests to evaluate the app and the learning outcomes it contributes to achieve. The data obtained to date have led to the proposal of some pedagogical guidelines that can be applied to a Mobile-Assisted Language Learning (MALL) app in order to make it enjoyable and, above all, effective. [For full proceedings, see ED564162.]
- Published
- 2015
34. Productive Failure as a Method for Learning about Effective Collaborative Problem Solving
- Author
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Buseyne, Siem, Vrijdags, Amelie, and Raes, Annelies
- Abstract
Collaborative Problem Solving (CPS) skills are receiving increased attention in the current workforce and in lifelong learning. In learning and labor contexts, successful teamwork is however not always guaranteed, due to several reasons, such as an unequal level of individual participation. Training in CPS for all groups is therefore needed. However, resources for CPS competence development are scarce. As part of our project entitled Supporting Teamwork in Ambient Learning Spaces (STEAMS), we, therefore, designed an interactive professional training on CPS, in which CPS is perceived both as a method and as a goal. In this paper, we outline the design process of our CPS training along with some crucial decisions we needed to make, and we aim to illustrate how implementing productive failure in the learning design can foster adults' CPS-competencies development.
- Published
- 2023
35. Measuring Math Anxiety through Self-Reports and Physiological Data
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Febe Demedts, Jan Cornelis, Bert Reynvoet, Delphine Sasanguie, and Fien Depaepe
- Abstract
Math anxiety (MA) is an important affective factor that contributes to individuals' math proficiency. While self-reports are commonly used to measure MA, a number of limitations are inherently connected to this measuring method. Physiological responses are considered a promising alternative approach, but research is scarce and the empirical evidence is scattered. Therefore, this paper aimed to (1) investigate whether different types of tasks (i.e., difficulty and topic) result in differences regarding self-reported anxiety and physiological measures, and (2) analyse whether physiological measures can account for differences in self-reported MA. We manipulated the difficulty level of a math and non-math task, so this study had a two-by-two experimental within-subject design. The participants were 44 undergraduate students. In terms of the first research aim, results revealed that the difficult math task elicited more self-reported anxiety compared to the easy math task and the difficult non-math task. However, these differences are barely detected by physiological measures. Regarding the second research aim, results showed that phasic galvanic skin responses and heart coherence ratio significantly predicted the self-reported MA. Our findings point to a possible contribution of using physiological measures to understand the construct of MA, meanwhile warning for a too optimistic use of this measurement method.
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- 2023
36. The Potential of Elicited Imitation for Oral Output Practice in German L2
- Author
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Cornillie, Frederik, Baten, Kristof, and De Hertog, Dirk
- Abstract
This paper reports on the potential of Oral Elicited Imitation (OEI) as a format for output practice, building on an analysis of picture-matching and spoken data collected from 36 university-level learners of German as a second language (L2) in a web-based assessment task inspired by Input Processing (VanPatten, 2004). The design and development of OEI for output practice faces two key challenges: learners must be engaged in meaningful language processing rather than in mere repetition of oral stimuli, and the task must eventually provide individualized and qualitative corrective feedback that helps learners to notice gaps between their interlanguage and the target language. Results show that learners attended to meaning and that a commercially available speech recognition tool was able to transcribe learner speech remarkably well. [For the complete volume, see ED578177.]
- Published
- 2017
37. The TeCoLa Project: Pedagogical Differentiation through Telecollaboration and Gaming for Intercultural and Content Integrated Language Teaching
- Author
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]
- Published
- 2017
38. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
- Abstract
Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
39. Learning by Doing: A City Trip Combining TBLLT, Blended Learning and Social Media
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Stevens, Leen and Grisez, Viviane
- Abstract
For several years, the University of MONS (UMONS) has been organising a trip to a Flemish city, either Leuven, Ghent, or Antwerp, for the students on the Masters programmes at the Faculty of Engineering who attend Dutch courses. This project has been combining blended learning and task-based learning for several years, but for the most recent edition (March 2014), a new aspect was added, namely the incorporation of mobile web devices and social media. This new approach was warmly welcomed by the students. The trip became a more personal, more lively and more authentic experience. Moving away from the traditional pen and paper based learning reduced the "school experience" and raised the students' awareness of social presence (Kehrwald, 2008). This led to much more spontaneous language production during face-to-face interactions with locals and real-time computer-mediated conversations. It also encouraged some competition and led to spontaneous input from the students, and created a new kind of supervision for the teachers. In this paper, the principles which were taken into account to develop the project, as well as the different phases of the project, are presented. This first experience with social media was a successful experiment that should now be integrated in a broader context so it can be used for other language programmes or projects. [For full proceedings, see ED565087.]
- Published
- 2014
40. Every Lesson Needs a Gandalf: How Interactive Storytelling Can Enhance the Collaborative Learning Experience!
- Author
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Siem Buseyne, Chaja Libot, Tim Van Lier, and Annelies Raes
- Abstract
Every teacher aspires to create the ideal lesson! You want to convey the knowledge and skills in the best possible way while also keeping learners motivated. In our design case, we focus on the complex skill of collaborative problem-solving (CPS). In today's complex world, the acquisition of CPS competencies is considered an important learning goal in education. However, there is limited knowledge on how to teach and assess CPS competencies. In addition to tackling these challenges, we search for new ways of interactive storytelling to implement in the learning materials. Our main design challenge was how to design a learning experience that encourages CPS. To address these challenges, we started in 2020 the project titled Supporting TEamwork in AMbient learning Spaces (STEAMS). In this project, we designed the EDUbox Teamwork, a four-hour learning activity for children between the ages of 10 to 14. In this paper, we describe the iterative process of designing the materials to learn about CPS (i.e., CPS as a learning goal) by doing CPS (i.e., CPS as a method), enhanced by interactive storytelling, for which the design-based research approach was used. The design team consisted of a diverse group of educational researchers, computer scientists, instructional graphical designers, digital storytellers, and teachers. Given the strong collaboration between a research group specialized in computer-supported collaborative learning and specialists in digital storytelling, our design case incorporated insights from both parties. The learning activity was piloted both in in-vivo and in-vitro contexts in collaboration with at least 400 students.
- Published
- 2024
- Full Text
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41. European Augmented Reality Training Needs
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Richterek, Lukáš and Ríha, Jan
- Abstract
The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. [For the full proceedings, see ED619611.]
- Published
- 2019
42. Going beyond Technological Affordances -- Assessing Organizational and Socio-Interactional Affordances
- Author
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Lainema, Kirsi, Lainema, Timo, Hämäläinen, Raija, and Heinonen, Kirsi
- Abstract
Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users' needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported. [For the complete proceedings, see ED608557.]
- Published
- 2019
43. Mobile-Assisted Language Learning Community and Culture in French-Speaking Belgium: The Teachers' Perspective
- Author
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Van de Vyver, Julie
- Abstract
This paper focuses on the perceptions and uses of mobile technologies by 118 Belgian teachers in foreign language teaching and learning in secondary education. The purpose of the study is to analyze the teachers' attitudes towards the use of mobile technologies in- and outside the classroom via an online questionnaire. The preliminary findings presented in this paper establish that the concept of a "Mobile-Assisted Language Learning (MALL) community" does not yet exist in our context as the use of mobile devices is still limited. Nevertheless, it can also be stated that teachers' attitudes and behavioral intention towards the use of tablets are slightly more positive than towards the use of smartphones, and that a vast majority of the teachers are interested in being trained to MALL. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
44. Monitor for ICT Integration in Flemish Education (MICTIVO): The Theoretical and Methodological Framework
- Author
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Heymans, Pieter Jan, Godaert, Eline, Elen, Jan, van Braak, Johan, and Goeman, Katie
- Abstract
Parallel to ICT investments in schools, monitoring programs have been set up to gain insight into the "return on investment", to assess their effects on educational practices and to map trends. This paper presents the theoretical and methodological framework of a region-wide ICT monitoring study (MICTIVO) conducted in Dutch-speaking schools in Belgium. In line with the MICTIVO model, ICT integration is conceived as a unity consisting of ICT infrastructure, ICT policy and ICT use at the micro-level, in which three actors are involved: principals, teachers and pupils. First, this article focusses on the two European monitoring studies that have inspired MICTIVO: Four in Balance Monitor and Eurydice. Second, this article discusses each of the MICTIVO components in detail. Thirdly, two elements of the field study are highlighted: the sample design and the data collection. The scales were empirically validated in three large-scale MICTIVO studies and show strong psychometric properties. Due to its theoretically-grounded approach and its methodological strengths we believe MICTIVO allows researchers and practitioners to study ICT integration in a comprehensive, representative way. [For the complete proceedings, see ED590269.]
- Published
- 2018
45. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madrid, Spain, July 17-19, 2018)
- Author
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2018, which was organised by the International Association for Development of the Information Society, 17-19 July, 2018. This conference is part of the Multi Conference on Computer Science and Information Systems 2018, 17-20 July, which had a total of 617 submissions. The e-Learning (EL) 2018 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. Besides the presentation of full, short and reflection papers, tutorial and doctoral consortium, the conference also included two keynote speakers, Prof. Dr. Rosa M. Carro, Head of the Department of Computer Engineering, Universidad Autónoma de Madrid, Spain, and Prof. Dr. Ana Fernández-Pampillón Cesteros, Universidad Complutense de Madrid, Spain. An author index is provided and individual papers include references.
- Published
- 2018
46. Game Modding for Learning Design Thinking on an E-Learning Platform
- Author
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Örnekoglu Selçuk, Melis, Emmanouil, Marina, Grizioti, Marianthi, and Van Langenhove, Lieva
- Abstract
Design Thinking (DT) is not merely a well-known design methodology but also an entire mindset towards solving complex societal problems in an innovative way. Its popularity in diverse disciplines beyond design, is due to its relation with the development of key 21st-century skills, such as creativity, critical thinking, collaboration and communication. Teaching the DT mindset has always required methods different from the traditional, one-way, mainly teacher-led approaches in which students play a more passive role in the learning process. Such creative methods include constructivist teaching practices, such as learning-by-doing and learning-by-making. Game modding, which is defined as the modification of existing games, is also seen as a constructivist teaching approach since in this way students learn by designing a game. The experience is argued to increase the engagement and interaction of players with the game, and combine the roles of player and designer. However, using game modding to teach the DT mindset remains poorly researched. This paper discusses the outcomes of a pilot study developed in the scope of the in-progress Erasmus+ KA2 project 'T-CREPE' (Textile Engineering for Co-Creation Paradigms in Education). This study investigates the influence of game modding on students' adoption of the DT mindset through the use of an online learning platform that enables a game modding experience. This platform includes games that students can play, modify, and/or design their own in the process of developing a project. Students (n = 240) and teachers (n = 9) from three higher education institutions in Belgium and Greece participated in this study. The quantitative and qualitative data collected has provided information on their experiences of game modding while cultivating a DT mindset. The findings of the study indicate that game modding enables students to practise critical questioning, constructionism and co-creation, which are core elements of the DT mindset.
- Published
- 2022
47. On the Directionality and Maintenance of Language Policy in Revitalization Efforts.
- Author
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Clankie, Shawn M.
- Abstract
This paper examines efforts to save rapidly declining indigenous languages around the world. The entire process of language preservation and revitalization is a massive undertaking that requires immense long-term planning and support. These problems extend well beyond the linguistic concerns of the language itself. Language policy is inherently political in nature, pitting different linguistic (but also ethnic, religious, or cultural) groups against one another, any or all of whom may have reason to try to undermine any policy. This paper centers on these two distinct yet inter-related concerns in language revitalization efforts: directionality and policy preservation. The problem of directionality of language policy, the direction from which policy is generated and implemented, namely, top-down (government-imposed) or bottom-up (grassroots public-imposed) is unavoidable. It is argued that neither approach can be entirely successful without the other and that the present societal structure where the language is to be used must be considered. The second problem, the question of how to preserve policy over time and through changes in government and leadership once a language policy has been agreed upon and is being implemented, is equally essential. Five suggestions are offered for preserving existing policy, while at the same time allowing the policy to grow and develop. Current research on this subject is reviewed. (Contains 11 references.) (Author/KFT)
- Published
- 2000
48. E-Content Development for Languages: Success Factors and Pitfalls
- Author
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De Paepe, Liesbeth
- Abstract
This paper discusses the success factors and pitfalls in development of e-content for languages. The factors discussed draw on several years of experience in developing and implementing 95% distance courses for Dutch as a second language in the adult education sector in Flanders and on PhD research at VUB. The CEFR [Common European Framework of Reference for Languages] provides language centres with a profound pedagogical framework necessary when developing language courses. The 10 success factors and 5 pitfalls in the development of e-content for languages discussed in this text comprise practical guidelines, which can affect the process of creating qualitative e-content for languages positively.
- Published
- 2014
49. A Multimedia Program Combining Special Purposes Italian with the Study of the Italian Economy.
- Author
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Calvi, Licia and Geerts, Walter
- Abstract
This paper describes the first phase of a project that applies multimedia and hypermedia technology to the study of modern languages. The approach differs from taditional ones in that language is not viewed from a conversational or grammatical perspective but through scenarios imitating the contexts of natural language use. In this phase, the approach is used to teach Italian through the substantive context of the Italian economy. The paper describes Interactive Tutoring Encyclopedia based on Multimedia (ITEM), a multimedia and hypermedia application implemented in Loco, under UNIX, actually existing as a prototype in ToolBook, running under MS-Windows. ITEM focuses on Italian economy since unification of the country and fosters a discussion on how political structures, traditions, and ways of thinking affect Italian economic life. Types of economic activities, state and private roles in the economy and company structures, definitions, organizations, and functions are desribed. ITEM is being designed to achieve three main goals: serve as an instructional aid for teachers of courses covering both Italian language and basic Italian economy; provide a self-directed learning environment for students; and supply professionals with a research tool. Contains six references. (AA/MSE)
- Published
- 1995
50. The Potential of Automated Corrective Feedback to Remediate Cohesion Problems in Advanced Students' Writing
- Author
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Strobl, Carola
- Abstract
This study explores the potential of a feedback environment using simple string-based pattern matching technology for the provision of automated corrective feedback on cohesion problems. Thirty-eight high-frequent problems, including non-target like use of connectives and co-references were addressed providing both direct and indirect feedback. Advanced students of German as a foreign language (L2) (n = 36) received this feedback on summary writing in three subsequent sessions. Their revision activities were analysed for a ratio per 100 words and success rate, and their attitudes towards the feedback were investigated using questionnaires. The results show that automated feedback based on pattern matching has the potential to remedy over- and under-use of connectives and co-reference devices. Furthermore, although participants preferred direct feedback, the revision rate was higher with indirect metacognitive feedback providing grammar explanations. [For the complete volume, see ED578177.]
- Published
- 2017
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