Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5712
Ghasem Tayyebi
The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.
{"title":"The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies","authors":"Ghasem Tayyebi","doi":"10.18844/cerj.v11i4.5712","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5712","url":null,"abstract":"The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent.\u0000Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131819103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5723
A. Dehghani
Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test. Keywords: Learning style, vocabulary learning, undergraduate EFL learners.
{"title":"Learning styles and vocabulary learning by Iranian undergraduate EFL learners","authors":"A. Dehghani","doi":"10.18844/cerj.v11i4.5723","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5723","url":null,"abstract":"Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test.\u0000 \u0000Keywords: Learning style, vocabulary learning, undergraduate EFL learners.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131869057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5917
Prof. Dr. Engr. Muhibul Haque Bhuyan
The acquisition of a BSc in EEE is a requirement for a successful career in engineering. However, not all students in Bangladesh have the opportunity to gain admission into degree programmes. The aim of this research is to report the challenges that the Department of Electrical and Electronic Engineering faced in attracting students to the BSc in EEE programme, as well as how they assessed and evaluated the students. The research was a case study conducted in the fall semester of 2020 during the period of online education due to the COVID-2019 pandemic. Various examination and assessment tools were used for the student performance evaluation. Some of the statistical parameters like average, maximum and median were used for the comparative analysis of the student performances on online quizzes, assignments and the obtained letter grades of the regular and evening programmes. It was found that in most of the cases evening programme students performed better in the same course. Keywords: Diploma in Engineering, evening programme, online teaching–learning, performance assessment and evaluation.
{"title":"Prospects, challenges and evaluation of the BSc in EEE programme for diploma in engineering holders","authors":"Prof. Dr. Engr. Muhibul Haque Bhuyan","doi":"10.18844/cerj.v11i4.5917","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5917","url":null,"abstract":"The acquisition of a BSc in EEE is a requirement for a successful career in engineering. However, not all students in Bangladesh have the opportunity to gain admission into degree programmes. The aim of this research is to report the challenges that the Department of Electrical and Electronic Engineering faced in attracting students to the BSc in EEE programme, as well as how they assessed and evaluated the students. The research was a case study conducted in the fall semester of 2020 during the period of online education due to the COVID-2019 pandemic. Various examination and assessment tools were used for the student performance evaluation. Some of the statistical parameters like average, maximum and median were used for the comparative analysis of the student performances on online quizzes, assignments and the obtained letter grades of the regular and evening programmes. It was found that in most of the cases evening programme students performed better in the same course.\u0000Keywords: Diploma in Engineering, evening programme, online teaching–learning, performance assessment and evaluation.\u0000 \u0000 ","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115679551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.6449
D. Ozcan
Dear Reader, Thank you for showing interest in the Volume 11, Number 4 publication of the Contemporary Educational Researches Journal. As a renowned journal, this issue aims to uphold our previous standard in publishing high-standard articles. As such, this publication consists of thoroughly reviewed research articles from seasoned researchers from around the world. The influence of the COVID-19 pandemic is still being felt around the world and this issue addresses some of the major concerns on Educational research amidst the global pandemic. Some of the topics addressed in this issue include: Flipped learning – Pedagogic dilemmas; The vocabulary learning strategy use of Iranian elementary EFL learners; The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies; Learning styles and vocabulary learning by Iranian undergraduate EFL learners; Prospects, challenges and evaluation of the BSc in EEE programme for diploma in engineering holders; Determining the influencing factors affecting the digital competencies of colleges students in blended teaching. The topics presented in this issue are a selection of topics from China, Bangladesh, Iran and Croatia. We would like to extend our gratitude to the contributors to this issue, for their immense contribution. Enjoy reading!! Best regards Assoc. Prof. Dr. Deniz Ozcan, Editor in Chief
{"title":"Message from Editor in chief","authors":"D. Ozcan","doi":"10.18844/cerj.v11i4.6449","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.6449","url":null,"abstract":"Dear Reader, \u0000 \u0000Thank you for showing interest in the Volume 11, Number 4 publication of the Contemporary Educational Researches Journal. As a renowned journal, this issue aims to uphold our previous standard in publishing high-standard articles. As such, this publication consists of thoroughly reviewed research articles from seasoned researchers from around the world. \u0000The influence of the COVID-19 pandemic is still being felt around the world and this issue addresses some of the major concerns on Educational research amidst the global pandemic. Some of the topics addressed in this issue include: Flipped learning – Pedagogic dilemmas; The vocabulary learning strategy use of Iranian elementary EFL learners; The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies; Learning styles and vocabulary learning by Iranian undergraduate EFL learners; Prospects, challenges and evaluation of the BSc in EEE programme for diploma in engineering holders; Determining the influencing factors affecting the digital competencies of colleges students in blended teaching. \u0000The topics presented in this issue are a selection of topics from China, Bangladesh, Iran and Croatia. We would like to extend our gratitude to the contributors to this issue, for their immense contribution. Enjoy reading!! \u0000 \u0000 \u0000 \u0000Best regards \u0000Assoc. Prof. Dr. Deniz Ozcan, \u0000Editor in Chief","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"12 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120911673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5974
Kai Zhang
Understanding the current state of information and communication technology (ICT) use in teaching situations will help schools better develop students' 21st-century skills to meet the digital age's challenges and opportunities. The purpose of this paper is to provide reference for colleges and universities to formulate the framework and implementation strategies of digital literacy education, by analysing the key factors that influence the digital literacy education of college students. Firstly, based on literature research and activity theory, this paper integrates and refines the influencing factors of digital literacy education of college students from five dimensions, and analyses the key factors affecting digital literacy education. Then, experts were invited to fill in the questionnaire to obtain sample data, and the interaction between the factors was analysed by using the decision-making trial and evaluation laboratory method to identify the key influencing factors. The results show that university policy, cultural environment, ICT infrastructure, teaching management and evaluation system are the five key influencing factors. Keywords: ICT, digital literacy education, university students, activity theory, DEMATEL
{"title":"Research on key influencing factors of university students' digital competence in blended teaching","authors":"Kai Zhang","doi":"10.18844/cerj.v11i4.5974","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5974","url":null,"abstract":"Understanding the current state of information and communication technology (ICT) use in teaching situations will help schools better develop students' 21st-century skills to meet the digital age's challenges and opportunities. The purpose of this paper is to provide reference for colleges and universities to formulate the framework and implementation strategies of digital literacy education, by analysing the key factors that influence the digital literacy education of college students. Firstly, based on literature research and activity theory, this paper integrates and refines the influencing factors of digital literacy education of college students from five dimensions, and analyses the key factors affecting digital literacy education. Then, experts were invited to fill in the questionnaire to obtain sample data, and the interaction between the factors was analysed by using the decision-making trial and evaluation laboratory method to identify the key influencing factors. The results show that university policy, cultural environment, ICT infrastructure, teaching management and evaluation system are the five key influencing factors.\u0000 \u0000Keywords: ICT, digital literacy education, university students, activity theory, DEMATEL","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124579073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5711
Ghasem Tayyebi
In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy. Keywords: Language, learning strategies, vocabulary, Iranian, elementary.
{"title":"The vocabulary learning strategy use of Iranian elementary EFL learners","authors":"Ghasem Tayyebi","doi":"10.18844/cerj.v11i4.5711","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5711","url":null,"abstract":"In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy.\u0000 \u0000Keywords: Language, learning strategies, vocabulary, Iranian, elementary.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125473463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.18844/cerj.v11i4.5463
Irena Klasnić, Marina Duranovic, Tomislava Vidić
Scientific and practical examinations of pedagogues, educators and teachers are directed to finding the approach, methods and strategies which would motivate students and make them more active in the learning process. One of the ways to achieve this is flipped learning. This article aims to describe some characteristics of flipped learning, and also questions the pedagogic foundation, justification and limits of the usage possibilities and the potential challenges in the implementation of this model into the educational system. The research reports findings based on the trends in flipped learning. By replacing activities carried out in the classroom and at home, students are put into a new situation. A student independently realises the initial contact with the teaching content at home, whereas in the classroom, the activities (with the teacher and other students) that provide understanding and application of the learned are implemented. Keywords: Education, flipped learning, students, teacher, pedagogic.
{"title":"Flipped learning – Pedagogic dilemmas","authors":"Irena Klasnić, Marina Duranovic, Tomislava Vidić","doi":"10.18844/cerj.v11i4.5463","DOIUrl":"https://doi.org/10.18844/cerj.v11i4.5463","url":null,"abstract":"Scientific and practical examinations of pedagogues, educators and teachers are directed to finding the approach, methods and strategies which would motivate students and make them more active in the learning process. One of the ways to achieve this is flipped learning. This article aims to describe some characteristics of flipped learning, and also questions the pedagogic foundation, justification and limits of the usage possibilities and the potential challenges in the implementation of this model into the educational system. The research reports findings based on the trends in flipped learning. By replacing activities carried out in the classroom and at home, students are put into a new situation. A student independently realises the initial contact with the teaching content at home, whereas in the classroom, the activities (with the teacher and other students) that provide understanding and application of the learned are implemented.\u0000 \u0000Keywords: Education, flipped learning, students, teacher, pedagogic.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130698394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.18844/CERJ.V11I3.5904
N. Abdullah
This study attempted to investigate social justice issues in the education and management of students’ development. This study seeks to find the relationship between equal opportunity to learning, provision of basic needs, teacher preparation of lesson and students’ development in Kwara State, Nigeria. To achieve this aim, the researcher conducted a descriptive research with a quantitative approach to test the hypotheses. A proportional sampling procedure was used to select participants from sample public senior secondary schools in Kwara State, Nigeria. A questionnaire was used to gather data which were analysed with the use of quantitative statistics tools. The outcomes show that there is no significant difference between equal opportunity to learning, provision of basic needs, teacher preparation and management of students’ development in Nigeria. The researcher recommended that educational managers should provide equal access to schooling for all learners irrespective of their age so as to encourage students to empathise with others and develop the skill of critical thinking. Keywords: Social justice, development, basic needs, management, Nigeria.
{"title":"Social justice issues in education and management of student development in Nigeria","authors":"N. Abdullah","doi":"10.18844/CERJ.V11I3.5904","DOIUrl":"https://doi.org/10.18844/CERJ.V11I3.5904","url":null,"abstract":"This study attempted to investigate social justice issues in the education and management of students’ development. This study seeks to find the relationship between equal opportunity to learning, provision of basic needs, teacher preparation of lesson and students’ development in Kwara State, Nigeria. To achieve this aim, the researcher conducted a descriptive research with a quantitative approach to test the hypotheses. A proportional sampling procedure was used to select participants from sample public senior secondary schools in Kwara State, Nigeria. A questionnaire was used to gather data which were analysed with the use of quantitative statistics tools. The outcomes show that there is no significant difference between equal opportunity to learning, provision of basic needs, teacher preparation and management of students’ development in Nigeria. The researcher recommended that educational managers should provide equal access to schooling for all learners irrespective of their age so as to encourage students to empathise with others and develop the skill of critical thinking. \u0000 \u0000Keywords: Social justice, development, basic needs, management, Nigeria.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128866908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.18844/CERJ.V11I3.5905
Laya Heidari, Shiva Parvaresh
Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches. Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.
{"title":"Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study","authors":"Laya Heidari, Shiva Parvaresh","doi":"10.18844/CERJ.V11I3.5905","DOIUrl":"https://doi.org/10.18844/CERJ.V11I3.5905","url":null,"abstract":"Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches. \u0000 \u0000Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114849561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.18844/cerj.v11i2.5899
Prof. Dr. Engr. Muhibul Haque Bhuyan
Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education. Keywords: Online assessment, online class, online teaching, online learning, COVID-19.
{"title":"Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic","authors":"Prof. Dr. Engr. Muhibul Haque Bhuyan","doi":"10.18844/cerj.v11i2.5899","DOIUrl":"https://doi.org/10.18844/cerj.v11i2.5899","url":null,"abstract":"Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education. \u0000 \u0000Keywords: Online assessment, online class, online teaching, online learning, COVID-19.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130606842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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