99 results
Search Results
2. Impact of Digital Literacy, Use of AI Tools and Peer Collaboration on AI Assisted Learning: Perceptions of the University Students
- Author
-
Genimon Vadakkemulanjanal Joseph, P. Athira, M. Anit Thomas, Dawn Jose, Therese V. Roy, and Malavika Prasad
- Abstract
The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post COVID-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students' Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape.
- Published
- 2024
3. A Tool to Capture Learning Experiences during COVID-19: The PISA Global Crises Questionnaire Module. OECD Education Working Papers, No. 232
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Bertling, Jonas, Rojas, Nathaniel, Alegre, Jan, and Faherty, Katie
- Abstract
The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.
- Published
- 2020
- Full Text
- View/download PDF
4. Analysis of Question Papers in Engineering Courses with Respect to HOTS (Higher Order Thinking Skills)
- Author
-
Narayanan, Sowmya and Adithan, M.
- Abstract
It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom's Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom's Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.
- Published
- 2015
5. Teaching Internationally, Learning Collaboratively: Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM)
- Author
-
Griesbaum, Joachim, Dreisiebner, Stefan, Mackey, Thomas P., Jacobson, Trudi E., Thadathil, Tessy, Bhattacharya, Subarna, and Adilovic, Emina
- Abstract
Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors.
- Published
- 2023
6. Simulated Patient Videos to Supplement Integrated Teaching in Competency-Based Undergraduate Medical Curriculum
- Author
-
Nayak, Kirtana Raghurama, Nayak, Veena, Punja, Dhiren, Badyal, Dinesh K., and Modi, Jyoti Nath
- Abstract
The competency-based undergraduate medical curriculum in the preclinical years requires clinical topics to be taught using a linker clinical case for students to appreciate the clinical application of basic sciences. The objective of this study was to evaluate student and faculty satisfaction regarding the construct and delivery of an aligned and integrated curriculum that involved the use of linker clinical cases. We aimed at evaluating the perceptions and performance of students when paper cases were supplemented with a simulated patient (SP) video. This interventional study was conducted by inviting 250 medical students from the first professional phase from the 2020-2021 batch. Integrated modules were prepared for two clinical conditions: myocardial infarction (MI) and nephrotic syndrome (NS). The topic NS was taught with a paper-based case while the topic MI was supplemented with an SP video. Feedback from students and faculty was collected using a newly developed and validated questionnaire and focused group discussions. The students performed significantly better in the assessment conducted after the topic MI compared to NS. The majority of the students (80%) expressed a preference for the video to understand the clinical relevance when compared to the paper case. Overall, the students (83-87%) expressed satisfaction with integrated teaching sessions using clinical cases. Using linker clinical cases in an aligned and integrated preclinical curriculum allowed students to interrelate the subjects and apply them to clinical contexts. The SP videos prepared from an authentic setting facilitated learner engagement with a better understanding of the clinical relevance of the basic sciences.
- Published
- 2023
- Full Text
- View/download PDF
7. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
- Published
- 2021
8. Comparison of Traditional Essay Questions versus Case Based Modified Essay Questions in Biochemistry
- Author
-
Bansal, Aastha, Dubey, Abhishek, Singh, Vijay Kumar, Goswami, Binita, and Kaushik, Smita
- Abstract
Adult learning involves the analysis and synthesis of knowledge to become competent, which cannot be assessed only by traditional assessment tool and didactic learning methods. Stimulation of higher domains of cognitive learning needs to be inculcated to reach a better understanding of the subject rather than traditional assessment tools that relies primarily on rote learning. So, there is need for an alternative assessment tool. Hence, we conducted a study where we used case-based examination methodology. This study was conducted on 226 1st year MBBS students in Maulana Azad Medical College, New Delhi (India). Based on their compiled internal assessment marks according to monthly formative assessment, students were categorized into 3 groups (I: 0-7; II: 8-14; III: 15-20) marks out of 20 marks respectively. Two sets of question papers were set by three examiners, on the same topics carrying 50 marks each. The first set was based on traditional assessment tool (Paper-A) with recall questions and second set on case-based assessment method (Paper-B). Out of 226 students, 146 were males and 80 were females. For all groups, marks (mean ± SD) in Paper B were found to be higher (18.40 ± 4.29, 30.01 ± 4.12, and 40.33 ± 1.15) as compared to paper A (10.88 ± 4.34, 21.96 ± 7.34, and 31.50 ± 6.94) respectively. However, we found that there was significant (p < 0.001) difference in group I & II, whereas with group III, difference was found to be insignificant. Hence, we concluded that students performed better in case-based assessment rather than traditional method due to their direct involvement. Thus, for better memory and deeper learning the subjects can be assessed by case-based assessment method.
- Published
- 2023
- Full Text
- View/download PDF
9. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
- Author
-
International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
10. Rhetorics in/of English Language Education in India: A Case of Digital Natives in Higher Education Programs
- Author
-
Vijayaraghavan, Arya Parakkate and Chattaraj, Dishari
- Abstract
The study briefly analyzes the ELT situation in India which is replete with challenges emerging from the lack of engagement with the phenomenon of digitality that further shapes the existing nature of learning and the needs of the learner. After locating the position of English Language in the new education policy of India, the paper discusses the General English (GE) courses offered at undergraduate level at the city of Bangalore in India, thereby shedding light on the existing gaps between policy and practice. It is based on this conjecture that the paper suggests the possibility of introducing rhetorical practices in GE courses at undergraduate levels in various institutions in urban India. In order to substantiate this suggestion, the results of a survey conducted with the learners (N=359) of a GE course based on rhetorics at a Southern Indian university is provided. Empirical data along with a brief reflection on the learners' voices are used in the study to examine the efficacy of the structure, administration and evaluation practices of this new course. The study thus opens up possibilities of initiating a discourse around the mode in which English language education and teaching is envisioned, formulated and implemented in undergraduate programs across urban India.
- Published
- 2020
11. Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
- Author
-
Browning, Peter, Highet, Katy, Azada-Palacios, Rowena, Douek, Tania, Gong, Eleanor Yue, and Sunyol, Andrea
- Abstract
Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.
- Published
- 2022
12. Cross-Cultural Mentoring: A Pathway to Building Professional Relationships and Professional Learning beyond Boundaries
- Author
-
DeWaard, Helen and Chavhan, Rekha
- Abstract
This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.
- Published
- 2020
13. Recreating Discourse Community for Appropriating HOCs in Law Undergraduates' Academic Writing
- Author
-
Luhach, Suman
- Abstract
Like any other discipline, academic writing is equally crucial for law undergraduates to master. Project reports, argumentative essay writing on current socio-legal affairs and research paper writing comprise requisites in academia for law learners. Students' appropriation of higher order concerns in academic writing is a major challenge for teachers, as the physical classroom discourse community is typically passive and does not give enough opportunities to students to think critically about their writing processes. The teacher is expected to provide feedback to students on their writing, which often leads to the creation of only one feedback centre, restriction of the scope for varied perceptions and formation of multiple small discourses where the teacher is the central point of reference in every discourse. Consequentially, students can fail to develop self/peer-critiques in the ongoing discourse. The present paper has its focus on the recreation of discourse communities using a learning management system at the Law School, Bennett University, India, to promote peer-to-peer learning for honing higher order concerns in academic writing. The paper investigates how law students behave whilst interacting in a recreated online discourse community, benefit through peer feedback, and enhance their knowledge of the academic writing genre of argumentative essays, its subject matter and rhetoric involved. The methodological triangulation of pre-test/post-test analysis, student survey and conceptual content analysis of students' interaction transcripts support recreation of online discourse communities in academic writing instruction.
- Published
- 2020
14. Foldscope™ as a Teaching and Learning Tool: An Indian Perspective
- Author
-
Dua, Jasveen and Dhawan, Samriti
- Abstract
Science is all about how and why. India is a land of diversity and having an equally diverse education system. In a diverse classroom, it is important for the teacher to impart knowledge in such a way that it kindles curiosity in the learner. The best way to communicate science is 'learning by doing'. This requires great skill and apt teaching methodology especially in non-urban areas where the learning resources are scarce. In this regard there is a dire need for inexpensive, useful teaching and learning tools that can foster interest in science. This article is concerned with exploring the use and application of one such innovative tool--Foldscope™. Foldscope™ is a low cost, paper microscope that can help to magnify beyond the ability of unaided eye and explore our surroundings at the microscopic level. It is well suited to be used as a teaching and learning aide in Under-resourced regions. During the pandemic COVID-19 online and distance mode learning has come as a savior, this frugal tool can further facilitate practical learning because of its portability and unique features.
- Published
- 2021
15. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Porto, Portugal, July 16-19, 2019)
- Author
-
International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
- Abstract
These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 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. [Individual papers are indexed in ERIC.]
- Published
- 2019
16. Impact of Prosocial and Positive Emotional Languages of Teacher on Habits of Students: Some Quantitative Empirical Evidence
- Author
-
Savekar, Anbu, Tarai, Shashikanta, Singh, Moksha, and Kumar, Roopak
- Abstract
Previous studies have shown that motivation and interpersonal communication between teacher and student contribute to the learning of language. Till date, there is no quantitative study to assess the impact of prosocial and positive emotional contents that influence English learning and modulate the habits of students. This paper examines the effect of prosocial and emotional languages on the habits, attitudes and behaviours of students. Nine habits that are proposed by Covey (2013) related to emotional, productive and proactive were evaluated using an assessment sheet. Comparative analysis of the response scores collected before and after the lectures were carried out (control group, N=14 and experimental group, N=14). Our results showed that prosocial and positive emotional words accelerated the language-learning environment and also brought a positive change in the behavioural habits of students of the experimental group. The reactive behaviours of the experimental group were controlled by using prosocial and positive words. Prosocial and positive emotional languages have a profound effect on the proactive behaviours of students that reinforce greater self-efficacy and facilitate the learning environment. We interpreted these results within the socio-cognitive theory of human behaviour, learning and language processing.
- Published
- 2021
17. Effective Learner Engagement Strategies in Visual Presentations
- Author
-
Zayapragassarazan, Zayabalaradjane and Mohapatra, Devi Prasad
- Abstract
An efficient teacher needs to communicate effectively with the audience, which in turn largely depends on an engaging presentation. The goal of any presentation is to inform, entertain, persuade or inspire and academic presentations primarily provide information, as in a classroom lecture or in a conference research paper. The department of medical education at our institute has been conducting the 'National course on educational sciences for teachers of health professionals' since last four decades. Since 2015, newer learner engagement strategies (LES) were incorporated into the program. We analysed the feedback data from participants with an aim to understand the impact of implementation of LES in the course. Literature was further explored to identify other LES in practice. We collected data of five national courses conducted during 2018 to 2020 at our Institute. The in-campus national faculty development course, which is spread over 6 days, consists of about 42 sessions involving nearly 28 presentations. One hundred thirty-five (n=135) participants from all over India had participated in this course during the period under review. Newer strategies must be used to engage new generation of learners during presentations. The best way to engage learners is by having an interactive presentation with a structured narrative that holds their attention and allows them to participate in the presentation process. Medical teachers should make themselves familiar with digital tools which help in interactive teaching. Further prospective research studies need to be carried out to understand outcomes and improve strategies of learner engagement.
- Published
- 2021
18. From Classical Political Economy to 'Indian Economics': A Case of Contestation and Adaptation in Universities in Colonial India
- Author
-
Khodaiji, Sharmin
- Abstract
Purpose: By the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of "Indian Economics", suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy. Design/methodology/approach: This study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India. Findings: The study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here. Originality/value: The history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.
- Published
- 2022
- Full Text
- View/download PDF
19. Teaching through Urban Sensorium: Urban Spatiality as a Smart Learning Environment
- Author
-
Jayagopalan, Gaana and Mukherjee, Sweta
- Abstract
This paper qualitatively analyses the implication of urban sensorium as a pedagogic mode in the teaching of Urban Studies. Underpinned by the frames of smart learning environments, the paper reiterates experiencing urban ontologies as spatial learning environments. By drawing from a range of transdisciplinary and experiential modes of learning, this paper maps how an undergraduate course on Bangalore city in India served learners to critically engage with and experience spatial urban ontologies both digitally, and in real-world experiences of learning, furthering learner autonomy and reflection. The methodological prisms of this paper are autoethnography and critical reflection. It is organised around enabling learners recognize the experiential, embodied urban spaces through the urban sensorium via real-life engagements with urban spaces, and creation of digital portfolios that map this learning. Findings from the learners' knowledge of sensory learning, the city's intersectional aspects, and the student's embodied and emplaced self in built environments and digital spaces are analysed via cognitive and affective-reflection levels; the course instructor's reflection is analysed via a process-reflection level. These reflections hold implications for the pedagogy of urban studies in undergraduate classrooms by foregrounding spatiality and urban sensorium as significant critical and affective pedagogic tools. The paper has also accommodated critical engagement with an external faculty member as a co-author, in order to manage any bias or researcher subjectivity in the design.
- Published
- 2022
- Full Text
- View/download PDF
20. Is Game-Based Pedagogy Just a Fad? A Self-Determination Theory Approach to Gamification in Higher Education
- Author
-
Gupta, Poornima and Goyal, Preeti
- Abstract
Purpose: The purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program. Design/methodology/approach: The study evaluates the learning outcomes of students from higher education in gamified and non-gamified contexts. The study was conducted over a period of two years in a management institute in the National Capital Region of India. The participants of the gamification study were the students in the age group 22-25 years with 0-3 years of work experience. Findings: In general, findings of this study suggest that the group that underwent the course with the game-based pedagogy had better learning outcomes. In the game design, this study found that the addition of "meaningfulness" to the game elements improved the engagement with the gamification process for the learners. Consequently, this study found that "meaningfulness" played an important role in engaging the students, thereby, leading to improved learning outcomes. Research limitations/implications: The study suggests that when the game design is rooted in theory, it is likely that the desired results from gamification will be achieved. The evaluation of the courses was done by the researcher themselves. An external evaluation is required to confirm the results of the gamification elements used in the course as enumerated in the paper. Practical implications: All the game elements used in the game design were underpinned by SDT which suggests that if the three innate needs of competence, relatedness and autonomy in individuals are met, the desired learning outcomes is likely to follow. Social implications: Due to the use of an online environment for the conduct of the evaluations, the study permitted the students to receive and have access to constant feedback enabling them to improve and enhance their learning. Originality/value: Existing research shows inconsistent results with the use of gamification in the learning process. This study suggests that by grounding the gamification design in learning theory is more likely to achieve favourable results. In addition, if the game elements provide meaningfulness to the participants, the gamification process is more likely to succeed.
- Published
- 2022
- Full Text
- View/download PDF
21. Psychological Applications and Trends 2018
- Author
-
Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]
- Published
- 2018
22. Online Teaching amidst COVID-19 in India: An Outlook
- Author
-
Joshi, Amit, Vinay, Muddu, and Bhaskar, Preeti
- Abstract
The lockdown imposed in India on 25 March 2020 resulted in the indefinite closure of education institutes all across the country. The government and educational institutes were quick to respond, they shifted teaching from offline to online mode. This article aims to identify the approaches made by the higher education institutions for continues imparting of education amidst lockdown. The article also identifies the challenges faced by teachers in online teaching from their homes. The study is descriptive and analytical in nature and data has been collected from secondary sources like reports, news articles, blogs, interview videos, magazines, social media, and journals to achieve the objective of the paper. Based on the secondary sources' information, the article also advocates the learning curve for the future to deal with any such crisis impact on the education system of India. The findings revealed that higher education institutions (HEIs) have taken many initiatives in this pandemic situation for imparting education. But these initiatives have not been very successful from the teacher's perspective. Teachers faced may issue in online teaching such as lack of technical facilities, family interruption, lack of training, lack of clarity & direction, lack of technical knowledge. The learning curve of the article facilitates the HEIs to help them to execute the online educative in an effective manner.
- Published
- 2020
23. Using the Web to Develop Global Ethical Engineering Students
- Author
-
Taraban, Roman, Marcy, William M., LaCour, Mark S., Koduru, Lakshmojee, Prasad H. C., Shiva, and Zasiekin, Serhii
- Abstract
Ethical engineering practice is a global issue. However, cultural norms and social realities may result in differences in ethical behavior. A basic instructional challenge is developing the ability of students to understand ethical practice and to facilitate discussion of ethical issues across regional and cultural boundaries. The present project seeks to facilitate discussion and analysis of ethical practices of undergraduate engineering students at our university, Texas Tech, and peers at universities in Ukraine and India, our partnering countries. An undergraduate ethics course for engineering majors and the website https://EthicalEngineer.ttu.edu are currently the primary channels through which this project is being developed and implemented. The paper describes (1) steps in developing the website, which is currently operational, (2) progress developing partnerships and recruiting participants, and (3) results from preliminary tests of machine-assisted methods for analyzing students' submissions to the website. The Ethical Engineer is an emerging web-based innovation for facilitating cross-cultural discourse in engineering ethics.
- Published
- 2020
24. Developing a 'Dry Lab' Activity Using Lower Body Negative Pressure to Teach Physiology
- Author
-
Goswami, Nandu, Singh, Akanksha, and Deepak, Kishore Kumar
- Abstract
In this paper we assessed how lower body negative pressure (LBNP) can be used to teach students the physiological effects of central hypovolemia in the absence of the LBNP and/or a medical monitor using a "dry lab" activity using LBNP data that have been previously collected. This activity was performed using published LBNP papers, with which students could explore LBNP as an important tool to study physiological responses to central hypovolemia as well as consider issues in performing an LBNP experiment and interpreting experimental results. The activity was performed at the All India Institute of Medical Sciences, New Delhi, with 31 graduate students and 4 teachers of physiology. Both students and teachers were provided with a set of questionnaires that inquired about aspects related to the structure of the activity and how this activity integrated research and knowledge, as well as aspects related to motivation of the students and teachers to perform the activity. Our results from student and teacher surveys suggest that a "dry lab" activity using LBNP to teach physiology can be an important tool to expose students to the basics of systems physiology as well as to provide useful insights into how research is performed. Providing insight into research includes formulating a research question and then designing (including taking into account confounding variables), implementing, conducting, and interpreting research studies. Finally, developing such an activity using LBNP can also serve as a basis for developing research capacities and interests of students even early in their medical studies.
- Published
- 2021
- Full Text
- View/download PDF
25. Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students
- Author
-
Filippi, Alyssa and Agarwal, Dipali
- Abstract
There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on inquiry-based science education (IBSE) are engaging and encourage students to become more fascinated with STEM fields. The Ark of Inquiry Project involves a consortium of STEM- and education-focused universities and organizations across Europe that created an online platform with IBSE and STEM lessons. The UNESCO Regional Bureau for Science and Culture in Europe conducted the pilot phase of the Ark of Inquiry Project in Italy from September 2015 to February 2016. In this paper, we will discuss some of the barriers to the expansion of this online STEM education project that was noted by the 14 participating Italian teachers of the pilot phase and 30 educators from India, Germany, Canada, and Denmark who participated through online surveys. We discovered that teachers must be able to overcome barriers of access to technology, misconceptions about women's abilities in STEM fields, and the effect of poor pre-service teacher training as it relates to implementing IBSE effectively for student-centered learning. This paper will focus on how the above factors hinder the growth of teachers as designers and facilitators of student-centered IBSE curriculum and will recommend how The Ark of Inquiry Project can be scaled up to impact the rest of the world.
- Published
- 2017
26. Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
- Author
-
Stutchbury, Kris and Woodward, Clare
- Abstract
YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.
- Published
- 2017
27. Variables Affecting Student Motivation Based on Academic Publications
- Author
-
Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
- Abstract
In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
- Published
- 2017
28. Effect of Inclusive Education Awareness Programme on Preservice Teachers
- Author
-
Pingle, Sudha and Garg, Indu
- Abstract
In India, the concept of inclusive education schools is gaining importance to provide equal opportunities for education for all. Aims of schools in India has is to include students with special needs in the regular classrooms. However, biggest challenge they face is lack of awareness among teachers about inclusive education. Educationists across India have felt the need to make teachers aware about inclusive education. This research paper discusses about the effect of inclusive education awareness programme, developed to create awareness among preservice teachers. Methodology used was quasi-experimental design-pretest and posttest non-equivalent group along with factorial design to study the interactive effect of moderator variables on treatment. Questionnaire on awareness about inclusive education was prepared, it comprises of 48 items, and its reliability index is 0.85 by Split-Half method and 0.88 by Cronbach's Alpha. Purposive sampling technique was used and sample consisted of 77 preservice teachers in the experimental group and 53 in the control group from two colleges offering D.T.Ed (Diploma in Teacher Education) Course. Treatment, inclusive education awareness programme was implemented using different interactive teaching methods for 52 hours across five weeks. Data was analysed using descriptive and inferential statistics t-test, ANOVA (Two-way), Wolf's test. Findings revealed that preservice teachers from experimental group have gained awareness about inclusive education to a moderate extent. No significant interactive effect of gender, socio-economic status, social intelligence, emotional intelligence and treatment was found. This confirms that treatment given to experimental group was effective.
- Published
- 2015
29. Alleviating Cross-Cultural Challenges of Indian Subcontinent Students: University Staff Perspectives
- Author
-
Kansal, Monika, Chugh, Ritesh, Weber, Anthony, Macht, Stephanie, Grose, Robert, and Shah, Mahsood
- Abstract
The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade. Unfortunately, this growth has not been accompanied by initiatives to address the distinctive cross-cultural challenges faced by this cohort. This paper seeks to identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by subcontinent students. Thematic analysis of multiple focus group interviews established a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges. Academic and professional staff should clearly and repeatedly articulate course, assessment and integrity expectations and make use of pre-arrival and orientation interactions. The pedagogic environment should be customised to subcontinent students in the classroom, and written teaching materials should be supplemented with engaging videos, ideally subtitled. The introduction of cross-cultural awareness training for academic and professional staff would improve the learning experience of subcontinent students. Adequate resourcing of academic skills and English language support and mental health support services also emerged as valuable initiatives. The cross-cultural awareness training for academic and professional staff should also be customised to their specific roles.
- Published
- 2022
- Full Text
- View/download PDF
30. Identifying Challenges and Opportunities in Teaching Chemistry Online in India Amid COVID-19
- Author
-
Giri, Soumen and Dutta, Paulami
- Abstract
Online teaching and learning as an electronically supported approach relies mainly on the Internet as the medium for knowledge transmission. The utmost efforts are being made so that learning will be possible, even during the time of the COVID-19 pandemic, while also maintaining academic integrity. In this paper, we discuss the major steps taken to foster the educational needs of chemistry students in India along with the major challenges faced by Indian teachers and learners. Transmission of education involves all-round and far-ranging development of the learners. This paper elaborates on how the activities being carried out in everyday classrooms could not be replicated efficiently in an online teaching--learning platform. Great attention was given to maintaining academic integrity; this was reflected in the process of moving instruction online.
- Published
- 2021
- Full Text
- View/download PDF
31. Teachers and Teaching: (Re)Thinking Professionalism, Subjectivity and Critical Inquiry
- Author
-
Holloway, Jessica
- Abstract
The collection of papers presented in this issue of Critical Studies in Education adds to the expansive body of work on teachers and teaching. Collectively, the papers draw our attention to new ways the field is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. With this editorial introduction to the issue, I not only summarise the various themes of the collection, but also offer a provocation that I hope will inspire new questions moving forward. As critical researchers, we have an obligation to challenge taken-for-granted assumptions -- not only by looking outwards at the policymakers, edu-businesses, and intergovernmental agencies (e.g., the Organisation for Economic and Co-operation Development [OECD]), but also by looking inwards and challenging our own assumptions about power, discourse and subjectivity. The authors in the special issue take up both challenges in their geographically diverse accounts of 'the teacher' and 'teaching', demonstrating what it means to do critical research well.
- Published
- 2021
- Full Text
- View/download PDF
32. Telecollaboration in the Foundation Year Classroom: The 'Global Student Collective'
- Author
-
Watson, Lucy
- Abstract
The 'Global Student Collective' is a telecollaboration project on the International Foundation Year (IFY) programme at the University of Southampton. IFY students were connected with volunteers in Brazil, India, Hungary, and Italy online in order to find out more about their countries. The project required the students to exercise multiple transferable skills, including teamwork, time management, and intercultural awareness. They also developed vital oral, written, and digital skills. The researcher used an Exploratory Practice (EP) approach utilising existing pedagogical activities for data collection. This paper identifies the challenges the project presented and presents preliminary findings from the research data in order to assist practitioners interested in telecollaboration to design their own projects. [For the complete volume, "New Educational Landscapes: Innovative Perspectives in Language Learning and Technology," see ED596359.]
- Published
- 2019
33. Record Review of Feedback of Participants on Attitude, Ethics and Communication Module (AETCOM) Proposed by Medical Council of India (MCI)
- Author
-
Zayapragassarazan, Zayabalaradjane, Kumar, Santosh, and Kadambari, Dharanipragada
- Abstract
In order to make the existing MBBS curriculum more effective as per the health care needs of the nation, Medical Council of India (MCI) has taken a bold step by proposing new teaching-learning approaches including a structured longitudinal programme on attitude, ethics and communication, which is named as the Attitude, Ethics and Communication Module (AETCOM). AETCOM which is a case-based module offers a framework of competency-based learning in the AETCOM domains that a medical professional must possess at the time of graduation to effectively fulfill the functions of an Indian Medical Graduate. Before implementing the AETCOM, the MCI introduced a mandatory training for the faculty of medical colleges through its nodal and regional centres. The authors of this paper analysed the open-ended feedback received from the participants participated in the nine AETCOM sensitisation workshops conducted in a tertiary care teaching hospital which is also an MCI Regional Centre for conducting faculty development programmes. The feedback from the faculty participants of AETCOM were compiled and analysed for better understanding of their concerns regarding AETCOM. Based on these compilations, the authors have discussed about the organisation of AETCOM module and the anticipated challenges as perceived by the faculty participants with suggested measures for encountering the challenges in transacting the module at undergraduate level under selected headings.
- Published
- 2019
34. Tech Transition: An Exploratory Study on Educators' AI Awareness
- Author
-
Walia, Jasdeep Singh and Kumar, Pawan
- Abstract
The purpose of this paper is to evaluate the levels of awareness, degree of familiarity, willingness of educators to embrace the Artificial Intelligence (AI) environment and to evaluate the potential benefits that they can have from AI in their teaching activities. Exploratory research was conducted at 14 business schools and to achieve the goals of the study, factor analysis was carried out. Four factors were identified from factor analysis which was given names based on the mean and standard deviation of factor scores. This can act as a reference for those business schools that have begun offering management education using AI or are planning to use AI in the future.
- Published
- 2022
- Full Text
- View/download PDF
35. How University Students Are Taught about Sustainability, and How They Want to Be Taught: The Importance of the Hidden Curriculum
- Author
-
Turner, Lucy Millicent, Hegde, Smitha, Karunasagar, Indrani, and Turner, Rebecca
- Abstract
Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal "hidden" rather than the "formal" curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students' worldwide sustainability literacy. Originality/value: To the best of the authors' knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the "formal" and the informal "hidden" curriculum to SE by students and staff at an Indian university.
- Published
- 2022
- Full Text
- View/download PDF
36. From Vision to Transformation: Integrating Human Rights Courses in Higher Education in India
- Author
-
Lakshminarayanan, Radhika and Thomas, Dolly
- Abstract
Human Rights Education (HRE) is critical to human development and societal transformation. In India, although HRE emerged in the 1980s, its incorporation in higher education has not yet reached its full potential. Using the state of Tamil Nadu as our case study, this paper evaluates the integration of courses on human rights in universities and colleges, using a descriptive qualitative approach to analyse the nature and content of such courses, their compliance with India's apex institutional directives, and the challenges faced. The researchers conclude that there is a disconnect between the vision of policy makers and actual implementation of HRE in practice. It is suggested that wider holistic application of HRE in higher education is needed, so that learning becomes a transformative force, empowering the young to develop attitudes of solidarity, tolerance, and respect for social justice.
- Published
- 2022
- Full Text
- View/download PDF
37. Training for 'ICT in Education' via Blended Learning Mode: Educators' Experiences and Perceptions
- Author
-
Shah, Gomathi Jatin
- Abstract
The initiatives of the Indian government towards encouraging integration of Information and Communication Technology (ICT) in classroom teaching has made its way to the school system to a great extent. But, has the initiative added value to the teaching learning process in the true sense and are teacher education programmes responsive to these requirements is a question that draws attention to the issues of integrating ICT in classroom teaching. The present paper seeks to study the teachers' and teacher educators' ICT competencies and ICT integrated teaching practices prior to enrolling in the course 'ICT and Education', the experiences they encounter during the course of training, their reflections through their training sessions and their overall perceptions about ICT in the course of training and in general. The key findings demonstrate the opportunities and challenges faced by teachers and teacher educators in using ICT for teaching in classrooms. This paper concludes with suggestions to policy makers and institution heads to include effective practices as a result of the meaningful integration of ICT in the classrooms.
- Published
- 2020
38. Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study
- Author
-
Mahapatra, Santosh Kumar
- Abstract
ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.
- Published
- 2021
- Full Text
- View/download PDF
39. Transformative Learning in Mastery-Oriented CS0 Course
- Author
-
Lakshminarayanan, Srinivasan, Rao, N. J., and G. K., Meghana
- Abstract
The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses "extreme apprenticeship" and "guided discovery" methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.
- Published
- 2021
- Full Text
- View/download PDF
40. Mutual Comparison Reception Model (MCRM) of Concept Development in Secondary Science Learning: A Variation to Brunarian Theory
- Author
-
Benedict, K. Y.
- Abstract
The paper is the outcome of an experiential learning episode encountered by a teacher educator (the author) with a group of student-teachers under his mentorship during a session of the practice teaching programme (2006-07) at the secondary school level. The crisis faced by a student teacher in connection with the development of a lesson template based on Brunarian theory of concept development and Joyce and Weil's formulation of Information Processing Family of Models of Teaching turned out to be an occasion of "Eureka" to construct a new version of Concept Attainment Model (CAM) of teaching. Here the practitioners involved in the exploration proposes a twist to Concept Attainment Model of teaching, namely Mutual Comparison Reception Model of CAM, which seems to be highly suitable for the learning of those secondary level science concepts which are interlinked in the conceptual ladder. The field level experiences of the student teachers with the proposed model of teaching (2007-09) are also reviewed in the paper. The paper also annexes a selected lesson template developed by the student teachers based on the proposed model. (Contains 1 table and 2 footnotes.)
- Published
- 2010
41. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
- Published
- 2014
42. Impact of E-Content on Learning Chemistry at Higher Secondary Level
- Author
-
Selvaganapathy, R. and Benjamin, A. Edward William
- Abstract
This paper entitled as "Impact of E-Content on Learning Chemistry at Higher Secondary Level" is tried to test the impact of the multimedia courseware in studying chemistry at the XI standard level by picking a sample of 40 students by containing 20 each with control and experimental group by adopting pre-test and post-test control group design. It attains that there is a significant difference that was built in the experimental group compared with the control group. So it is approved to update the studying strategy at the XI std in learning chemistry. It is also established that this experiment also appreciates the passing percentage.
- Published
- 2019
43. Articulating Identities -- The Role of English Language Education in Indian Universities
- Author
-
Mahapatra, Santosh and Mishra, Sunita
- Abstract
This paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape English education in India. Today, English and English education play a major role in articulating, binding and dividing multiple identities and knowledge systems. In the first part of the paper, we critically review debates and discussions on the significance of English language education in institutes of higher education in India. Specifically, we focus on discourses on the rationale behind continuing and contesting English education. The second part examines how in the postmodern context, English is being taught differently to different groups and highlights how these contexts of teaching have been defining knowledge systems, patterns of dominance and also, articulating resistance.
- Published
- 2019
- Full Text
- View/download PDF
44. Student Assessment of Quality of Engineering Education in India: Evidence from a Field Survey
- Author
-
Choudhury, Pradeep Kumar
- Abstract
Purpose: This paper aims to discuss students' assessment of quality related issues in engineering education in India. Design/methodology/approach: The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students' experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues. Findings: The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India. Originality/value: The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students' assessment of the quality of engineering education.
- Published
- 2019
- Full Text
- View/download PDF
45. A Module Integrating Conventional Teaching and Student-Centered Approach for Critical Reading of Scientific Literature
- Author
-
Kulkarni, Anuttama and Vartak, Rekha
- Abstract
One of the well-accepted ways of introducing undergraduates to the method of scientific inquiry is to introduce them to primary literature. A matter of concern is that undergraduate students of Indian universities are generally not trained to read primary literature. We combined traditional teaching and student-centered approach in a 3-day module for introducing first-year students to critical reading of primary literature. This article describes the design of the module, the method of assessment of student performance, the learning outcomes, and student feedback. We received positive feedback from students and observed significant improvement in their understanding of the rationale and results of the research paper under consideration. The module may be viewed as an example of a simple introductory activity to enthuse and initiate college students to scientific thinking and research paper reading.
- Published
- 2019
- Full Text
- View/download PDF
46. Application of Effective Techniques in Teaching/Learning English
- Author
-
Arora, Shweta, Joshi, Kavita A., Koshy, Sonymol, and Tewari, Deeksha
- Abstract
English being a global language has become a vital element in all walks of life. The feelers of this language have left no sphere unmarked with its significance. Despite such a colossal tide for gaining command over the language it was found that the conventional pattern of teaching English language could not reap desired results. A comprehensive and analytical study of the aforesaid problem stirred researchers to work in this area. In order to enhance the communication skills of native speakers, practical implications were incorporated to theoretical principles of English Language teaching/learning. The present paper discusses the application and results of the experimental procedure of the effective techniques employed in English teaching/learning. The various techniques used in the modus operandi of enhancing the communication skills of the students were small talk conversations, SWOT analysis, phonetics, avoiding Indianism, vocabulary building through mnemonics and root words, describing and narrating visual stimulus, listening to important speeches followed by comprehension, sharing reviews after watching motivational videos/movies, peer learning and delivering effective presentations. The learning outcomes of the aforesaid activities included better reasoning, enhanced thought process, ability to concoct innovative ideas, command over language, improved communication skills, fluency etc.
- Published
- 2017
47. An Alternative Structure of Delivering Management Education in India
- Author
-
Goyal, J. K., Daipuria, Pratima, and Jain, Somya
- Abstract
The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.
- Published
- 2021
- Full Text
- View/download PDF
48. Decolonial Human Rights Education: Changing the Terms and Content of Conversations on Human Rights
- Author
-
Becker, Anne
- Abstract
The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and content are interrelated and continually sustain each other. Decoloniality resists global coloniality of power, ontologies and epistemologies which are consequences of colonisation. It also questions the Eurocentric assumptions and principles which serve as a premise for human rights and human rights education. There is an urgent need to explore pluriversal knowledges of human rights and to problematise the Human of human rights. This is explored through data from Roux's research project "Human rights literacy: quest for meaning." Some thoughts on decolonising human rights education are provided in the conclusion.
- Published
- 2021
- Full Text
- View/download PDF
49. Translingual Practices in English Classrooms in India: Current Perceptions and Future Possibilities
- Author
-
Anderson, Jason and Lightfoot, Amy
- Abstract
This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in English language classrooms, most often for comparing and contrasting language features, explaining concepts, managing the classroom and translating for learners. Only a minority of teachers reported actively facilitating translanguaging during language practice activities. English medium institutions were found to be less tolerant of L1-use practices than non-English medium institutions. More experienced teachers were more likely to express more pro-translanguaging beliefs and report more L1-inclusive practices. Important differences between urban, semi-urban and rural contexts were also found, indicative of a need for varied, context-sensitive approaches to multilingual practices in English classrooms across India. We argue that there is a need for an explicit focus on use of other languages in Indian English language teacher education and suggest more cohesive support for translingual practices across the education system. We also propose an additional 'inclusive position' to Macaro's (2001) three 'codeswitching' positions.
- Published
- 2021
- Full Text
- View/download PDF
50. Entrepreneurship Education and Training in Indian Higher Education Institutions: A Suggested Framework
- Author
-
Chhabra, Meghna, Dana, Leo-Paul, Malik, Sahil, and Chaudhary, Narendra Singh
- Abstract
Purpose: The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach: The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings: The study identified five broad "meaning units" or "themes," that is, "incremental pedagogical efficiency and flexible evaluation systems," "entrepreneurial experience of the faculty," "extended support," "holistic mentoring" and "experiential learning" as components of an effective EET regime. Originality/value: The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.
- Published
- 2021
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.