Writing is a critical skill in many academic and professional contexts, and multilingual writers often struggle to learn and master it. Understanding the processes and products involved in writing in ...these contexts is crucial to design better interventions and resources to help writers succeed in their writing endeavors. Yet, writing studies exploring the writing processes in authentic communicative situations are still scarce, partly due to the complexity of natural writing processes. In the article, we present a pedagogically and methodologically innovative task to explore multilingual writers’ processes and products when writing authentic texts. The task combines a range of unintrusive instruments that allow us to observe the writing processes (keystroke logging and screen recorder), collect writers’ perceptions and goals (writing logs, survey, and discussion) and assess their text's evolution, an extended research article abstract. The analysis integrates all data sources into Episodes to understand how and why writing processes and texts evolve. In the article, we describe the task in detail and discuss the main pedagogical and methodological benefits, as well as the challenges and future lines for writing research and teaching.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural ...topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.
This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural ...topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.
This paper aims to identify differences in the justification of the selection of 3D dynamic submicroscopic-representation (SMR) of the solid and liquid states of water, as well as the freezing of ...water presented in selected authentic tasks. According to students’ achievements in solving these tasks at different levels of education, their explanations were identified. To explain in greater detail how students attempted to solve the authentic tasks, an eye-tracking method was used to identify the differences in the total fixation durations on specific areas of interest at the specific SMRs between successful and unsuccessful students in three age groups. A total of 79 students participated in this research. The data were collected with a structured interview conducted with students when solving three authentic tasks displayed on the computer screen. The tasks comprise text (as problem and questions), macro-images (photos of the phenomena) and SMRs of the phenomena. The eye-tracker was also used to measure the students’ gaze fixations at the particular area of interest. The results show that successful students’ justifications for a correct SMR include macroscopic and sub-microscopic representations of the chosen concepts. Along different stages of education, the selection success increases and sufficient justifications comprise the sub-microscopic level. It could be concluded that there are mostly no significant differences between successful and unsuccessful students within the same age group in the total fixation duration at the correct SMR. Further studies are needed to investigate the information-processing strategies between high and low achievers in solving various authentic tasks comprising SMRs and those that integrate all three levels of the representation of chemical concepts.
Full text
Available for:
IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
The need to adapt quickly to online or remote instruction has been a challenge for instructors during the COVID pandemic. A common issue instructors face is finding high-quality curricular materials ...that can enhance student learning by engaging them in solving complex, real-world problems. The current study evaluates a set of 15 web-based learning modules that promote the use of authentic, high-cognitive demand tasks. The modules were developed collaboratively by a group of instructors during a HydroLearn hackathon-workshop program. The modules cover various topics in hydrology and water resources, including physical hydrology, hydraulics, climate change, groundwater flow and quality, fluid mechanics, open channel flow, remote sensing, frequency analysis, data science, and evapotranspiration. The study evaluates the impact of the modules on students’ learning in terms of two primary aspects: understanding of fundamental concepts and improving technical skills. The study uses a practical instrument to measure students’ perceived changes in concepts and technical skills known as the Student Assessment of Learning Gains (SALG) survey. The survey was used at two-time points in this study: before the students participated in the module (pre) and at the conclusion of the module (post). The surveys were modified to capture the concepts and skills aligned with the learning objectives of each module. We calculated the learning gains by examining differences in students’ self-reported understanding of concepts and skills from pre- to post-implementation on the SALG using paired samples
t
-tests. The majority of the findings were statistically at the 0.05 level and practically significant. As measured by effect size, practical significance is a means for identifying the strength of the conclusions about a group of differences or the relationship between variables in a study. The average effect size in educational research is
d
= 0.4. The effect sizes from this study 0.45, 1.54 suggest that the modules play an important role in supporting students’ gains in conceptual understanding and technical skills. The evidence from this study suggests that these learning modules can be a promising way to deliver complex subjects to students in a timely and effective manner.
Performance-based assessments are designed by schools to measure what the learners know and can do in diverse ways. According to the Department of Education, these assessments should enable the ...students to integrate their 21st-century skills and their knowledge, understanding, values, and attitudes in specific real-life situations. To determine the extent of the teachers’ readiness for the implementation and the extent of support provided by the administrators in terms of supervision and assistance and the administrators’ coaching and mentoring, expert-validated questionnaire checklists were administered to 65 teachers in the Senior High School. Findings show that the extent of the teachers’ readiness to implement performance-based assessment is the extent. In contrast, the extent of the administrators’ support in terms of administration and supervision and coaching and mentoring are very great. The teachers’ readiness has been attributed to their field studies, professional education subjects, and practice teaching wherein they observed and experienced designing performance assessments. Also, the administrators supervised and assisted the teachers by allowing them to create their assessments, providing suggestions, and encouraging participation. To further the implementation, enriched training and workshop sessions, maintaining the communication among the teachers and administrators, and giving credit, independence, and commendations to the faculty members are recommended.
Desde la carrera de Administración y Gestión de Recursos Humanos y para los cursos Análisis Administrativo y Clasificación de Puestos, a partir de la estrategia pedagógica del aprendizaje basado en ...tareas auténticas, se presenta a los estudiantes el “Reto 1”, donde se sitúan cuatro productos de aprendizaje en el quehacer del profesional de recursos humanos de hoy. Para ello, convergen los conocimientos teóricos de los cursos, se promueve el intercambio de habilidades técnicas y blandas del estudiantado, se fortalece el trabajo colaborativo de las comunidades de aprendientes desde la planeación y organización de diversos recursos, el estudiante asume un rol activo y participativo donde se apropia de su aprendizaje. Desde la academia se alcanza el propósito de aproximar al estudiante a las demandas de un departamento de recursos humanos en respuesta a necesidades, desafíos y exigencias en un entorno actual.
This study examined the use of collaborative interdisciplinary authentic tasks as a context in which learners develop and use self-regulated learning (SRL) processes. Participants included sixty-four ...students from a U.S. middle school whose residents are largely from low-income families. Students worked in groups to design and carry out an authentic, interdisciplinary project over a 9-week period. A Hierarchical Linear Modeling (HLM) analysis suggested that students' individual SRL increased over the course of the project and that co-regulated learning (CRL) moderated this relationship. Furthermore, one group was selected as an exemplar case to provide an explanation of how co-regulation occurred and influenced SRL in this collaborative group. Theoretical and practical implications of the research are discussed.
Pre-service training is the most important stage when teachers learn about integrating technology into their teaching. Pre-service teachers’ perceptions of the effectiveness of technologies can be ...used to predict their intention of including technology in their classrooms in the future. Having the necessary technical equipment available is considered important by these teachers to deal with current educational problems, and find solutions. Therefore, pre-service teachers’ educational activities were studied in this study and the use of new technologies in education was discussed. The contribution of different methods regarding the use of digital technologies for instructional purposes by pre-service teachers in different departments was investigated. The purpose of this study was to determine whether the different methods have an effect on the teachers’ technology integration self-efficacy (TISE), motivation, satisfaction and attitude towards the use of technology. The opinions of the pre-service teachers about the technologies used in the lessons were also analyzed. This study employed a mixed-method methodology. The sample in this study comprised 96 pre-service teachers at a university in Turkey who were divided into groups. The study involved a personal information form, semi-structured interview form, and four different scales. An ANCOVA analysis and descriptive statistics were used with the quantitative data, and content analysis was used in the analysis of the qualitative data. The results of this research show that a significant difference exists between the technology integration exercises performed using different methods, the students’ level of contribution to TISE and their motivation and technology use attitudes (TUA). The motivation and satisfaction levels were higher in the groups where authentic task-based instruction was used. It has been observed that closed-ended practical tasks support students’ self-efficacy to integrate technology. On the other hand, open-ended task-based activities were found to support an increase in attitudes towards technology use more than in the other groups. The group where closed-ended applications for technology integration self-efficacy, motivation, satisfaction and use of technology were performed differed in terms of gender, department and grade.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
PDF
