The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) ...fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.
•This review identifies four challenges to the design of blended learning.•Few studies offer learners control over the realization of the blend.•Social interaction is often encouraged during an in-class meeting.•The online learning environment is often used to monitor students' learning process.•More attention should be paid to fostering an affective learning climate.
The purpose of this study was to identify the course design, assessment and evaluation, and facilitation practices from the perspectives of award-winning online faculty. Aligned with this purpose, we ...developed a conceptual framework focused on online course design, assessment and evaluation, and facilitation; and review relevant literature in light of this framework. We interviewed eight award-winning online faculty members from across the United States. These faculty received online teaching awards from one of the following professional associations: Online Learning Consortium (OLC), Association for Educational Communications and Technology (AECT), or United States Distance Learning Association. Based on the interviews, it was found that online instructors use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process. Faculty recommended using a variety of assessments, using traditional and authentic assessments and used rubrics to assess students, course templates and quality assurance process and surveys, learning analytics, and peer reviews for assessment and evaluation. Timely response and feedback, availability and presence, and periodic communication were some facilitation strategies the award-winning instructors used. We discuss these findings and provide suggestions for future research and practice. These findings can add to what is known about effective online teaching best practices, standards, and competencies.
•Award-winning online faculty use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process.•Award-winning online faculty use variety of assessments, using traditional and authentic assessments and used rubrics to assess students.•Some of the facilitation strategies award-winning online faculty provide include timely response and feedback, availability and presence, and periodic communication.
This article examines a case study of a video game based course relying on embodied gameful design as the foundation of its game-based pedagogy. Moving away from some of the more superficial means of ...gamifying (or, incorporating game based elements into) the classroom, this piece looks specifically at how composition instructors can integrate some of the more habitual and material elements of playing video games into the larger course design to further benefit student learning outcomes. Culminating in the creation of a set of heuristics referred to as The 4 R's (repetition, recognition, relation, and reward), the article ultimately argues for a process of course gamification that relies on Jane McGonigal's (2010) conceptions of gameful design. More specifically, the piece illustrates that the material habituations that occur through gameplay can be translated to the physical classroom in ways that help students achieve their personal and professional learning goals through the practice of embodied gameful course design.
This research aims to find out the needs and to design a course for the political sciences based on need analysis. To achieve this goal, a need analysis approach was employed with survey and ...interview to the social and political science students of Hasanuddin University and the professionals of political sector in the Banyumas Regional Government. The data collected were analysed using language-centred course design approach. The study highlights the specific language skills and communication needs in politics. It provides insights for designing a tailored ESP course by recommending relevant materials, authentic political texts, and interactive activities to enhance language proficiency and political literacy. The implications of this research are significant for English language educators, curriculum designers, and policymakers in the field of political education. By addressing the specific needs of students and providing them with appropriate language support, this study is beneficial to contribute to the academic and professional success of students in the political sector with English. Keywords: ESP; Politics; Need Analysis; Course Design
Explorer les formations comodales en langues Othman, Sophie
ALSIC : apprentissage des langues et systèmes d'information et de communication,
12/2021, Letnik:
24, Številka:
Vol. 24, n° 2
Journal Article
Recenzirano
Odprti dostop
This article attempts to take stock of what comodality can bring to language training and to outline some essential guidelines for its success. In describing the specificities of comodal training, it ...insists on a few key points: the primacy of didactic and pedagogical reflection; definition of the modalities of scripting, supervision and evaluation; rigorous planning allowing above all to favor learner/teacher or peer interaction. It is necessary to manage both face-to-face and distance modes simultaneously, to encourage interaction and collaboration between participants, to balance learning activities and to optimize the use of resources and materials. A few scenarios implemented in various contexts will serve as examples.
Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students' feedback literacy involves developing ...the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self-assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
En este artículo, mostraré cómo rediseñé el curso de grado Español-3710 (Temas de Literatura-Teatro barroco español), uno de los cursos del grado en español de la California State University, ...Bakersfield. Al rediseñar este curso, tenía cinco cosas en mente principalmente: 1) simplificar los materiales y hacerlos más asequibles a los estudiantes seleccionando materiales gratuitos y de acceso abierto; 2) dar más vida a las obras barrocas exponiendo a los estudiantes a las obras grabadas (unas veces en la versión clásica y otras con diferentes enfoques modernos); 3) continuar incorporando a las mujeres al canon de la literatura; 4) ofrecer a los estudiantes una oportunidad de aprendizaje activa y atractiva a través de las discusiones, los videos hechos con Flipgrid (ahora Flip) y los proyectos visuales creativos (mapas mentales y pósteres); y 5) seguir trabajando en las habilidades lingüísticas y discursivas que adquirieron en Español 3000 (Advanced Language Skills).
Health Education for Musicians Matei, Raluca; Broad, Stephen; Goldbart, Juliet ...
Frontiers in psychology,
07/2018, Letnik:
9
Journal Article
Recenzirano
Odprti dostop
Many musicians suffer for their art, and health is often compromised during training. The Health Promotion in Schools of Music (HPSM) project has recommended that health education should be included ...in core curricula, although few such courses have been evaluated to date. The aim of the study was to design, implement and evaluate a compulsory health education course at a UK conservatoire of music.
The course design was informed by a critical appraisal of the literature on musicians' health problems and their management, existing health education courses for musicians, and the HPSM recommendations. It was delivered by a team of appropriately-qualified tutors over 5 months to 104 first-year undergraduate students, and evaluated by means of questionnaires at the beginning and end of the course. Thirty-three students who had been in their first year the year before the course was introduced served as a control group, completing the questionnaire on one occasion only. Items concerned: hearing and use of hearing protection; primary outcomes including perceived knowledge and importance of the topics taught on the course; and secondary outcomes including physical and psychological health and health-promoting behaviors. The content of the essays written by the first-year students as part of their course assessment served as a guide to the topics they found most interesting and relevant.
Comparatively few respondents reported using hearing protection when practicing alone, although there was some evidence of hearing loss, tinnitus, and hyperacusis. Perceived knowledge of the topics on the course, and awareness of the risks to health associated with performing music, increased, as did self-efficacy; otherwise, there were negative effects on secondary outcomes, and few differences between the intervention and control groups. The topics most frequently covered in students' essays were managing music performance anxiety, and life skills and behavior change techniques.
There is considerable scope for improving music students' physical and psychological health and health-related behaviors through health education, and persuading senior managers, educators and students themselves that health education can contribute to performance enhancement.
The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship ...between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.
This paper surveys English medium instruction (EMI) lecturer training worldwide in order to inform decisions by practitioners tasked with its design and delivery. The survey encompasses 25 articles ...which included information about EMI lecturer training and support initiatives in 18 countries. These were analysed for their content components and delivery methods as well as training challenges and recommendations. This analysis revealed four main components: language, communication, pedagogy and EMI awareness. Most programmes were delivered face to face but some were blended with a substantial amount of online and independent work. Delivery methods could broadly be classified into group classes, individual support and peer learning. Microteaching with reflection, feedback and observation was a widely recurring and highly rated activity. Programmes were typically developed in-house by English language professionals. Recurring challenges were contextualisation, group heterogeneity, lecturer confidence and the lack of incentivisation. The paper concludes with pedagogical recommendations for the development of EMI lecturer training programmes and an EMI lecturer training framework.
•Twenty-five EMI lecturer training programmes in 18 countries were analysed.•The key programme content was language, pedagogy, communication strategies and EMI awareness.•The main delivery formats were group classes, individual support and peer learning.•Teaching practice with feedback, self-reflection and peer observation was common.•A basic EMI lecturer training framework is proposed.
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