Society is constantly changing, and education should change at the same time. However, innovation in education is slower than changes in society. Active methodologies are of interest because they are one of the alternatives to linear, traditional and uniform methodologies that encourage reflection, motivation and creativity among other elements. In addition, they cater for different educational settings and the diversity found within the classroom. It is an interesting approach that is a far cry from traditional education in language teaching. The main objective of this paper is to explore whether project-based learning (hereinafter PBL) is a good practice for young vocational students. The problem to be addressed here by this methodology is the lack of motivation and involvement of vocational students in the subject of English–or English for specific purposes. To address this matter, we proposed a seven-session class design following the PBL methodology. This class proposal is designed following criteria that meet the current legislation and normative in Spain (LOMCE and LOMLOE laws) and criteria that meet the standards of European vocational formation and English for specific purposes (addressing the CERFL). Analyzing the results obtained, we can state that PBL seems to be an effective methodology with significant results especially in the field of teaching and learning ESL and EFL vocabulary.
{"title":"English for specific purposes in Spain: Project based learning classroom proposal in vocational education","authors":"Manuel Macías","doi":"10.30935/ijpdll/13006","DOIUrl":"https://doi.org/10.30935/ijpdll/13006","url":null,"abstract":"Society is constantly changing, and education should change at the same time. However, innovation in education is slower than changes in society. Active methodologies are of interest because they are one of the alternatives to linear, traditional and uniform methodologies that encourage reflection, motivation and creativity among other elements. In addition, they cater for different educational settings and the diversity found within the classroom. It is an interesting approach that is a far cry from traditional education in language teaching. The main objective of this paper is to explore whether project-based learning (hereinafter PBL) is a good practice for young vocational students. The problem to be addressed here by this methodology is the lack of motivation and involvement of vocational students in the subject of English–or English for specific purposes. To address this matter, we proposed a seven-session class design following the PBL methodology. This class proposal is designed following criteria that meet the current legislation and normative in Spain (LOMCE and LOMLOE laws) and criteria that meet the standards of European vocational formation and English for specific purposes (addressing the CERFL). Analyzing the results obtained, we can state that PBL seems to be an effective methodology with significant results especially in the field of teaching and learning ESL and EFL vocabulary.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131757524","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}
The study examined digital resources (DRs) and the reading habits of university students in Nigeria. This study aims to establish the relationship between DRs and the reading habits of university students in Nigeria. The descriptive survey design was adopted for the study. The population of the study comprised all university students in Nigeria. An online questionnaire was used to collect data. The questionnaire was validated by two experts in research methodology and educational technology. 412 university students who responded to the questionnaire were used as the sample for the study. The sample size is justified by Fox et al. (2007) and Meyer (1979), who recommended 384 samples from an infinite population range. Cronbach’s alpha was used to establish the reliability of the instrument, which yielded 0.76. Data were analyzed with frequency counts and simple percentages, and statistical product and service solutions version 23 was used to generate the mean and standard deviation while Pearson’s product-moment correlation coefficient was used to test the hypotheses at the 0.05 level of significance. The findings established that the majority of the university students used DRs daily and the Internet resources were mostly used by the students. The students had positive perceptions of the impacts of DR usage on their reading habits. Lastly, the test of the hypothesis showed that there is a significant relationship between DRs and the reading habits of university students in Nigeria. Based on the findings, the researchers recommended that the university management should continue to provide the Internet services and computer systems so that students can continue to enjoy more access to DRs to enhance their learning.
{"title":"Digital resources and the reading habits of university students in Nigeria","authors":"Kolawole Francis Ogunbodede, O. Sawyerr-George","doi":"10.30935/ijpdll/12748","DOIUrl":"https://doi.org/10.30935/ijpdll/12748","url":null,"abstract":"The study examined digital resources (DRs) and the reading habits of university students in Nigeria. This study aims to establish the relationship between DRs and the reading habits of university students in Nigeria. The descriptive survey design was adopted for the study. The population of the study comprised all university students in Nigeria. An online questionnaire was used to collect data. The questionnaire was validated by two experts in research methodology and educational technology. 412 university students who responded to the questionnaire were used as the sample for the study. The sample size is justified by Fox et al. (2007) and Meyer (1979), who recommended 384 samples from an infinite population range. Cronbach’s alpha was used to establish the reliability of the instrument, which yielded 0.76. Data were analyzed with frequency counts and simple percentages, and statistical product and service solutions version 23 was used to generate the mean and standard deviation while Pearson’s product-moment correlation coefficient was used to test the hypotheses at the 0.05 level of significance. The findings established that the majority of the university students used DRs daily and the Internet resources were mostly used by the students. The students had positive perceptions of the impacts of DR usage on their reading habits. Lastly, the test of the hypothesis showed that there is a significant relationship between DRs and the reading habits of university students in Nigeria. Based on the findings, the researchers recommended that the university management should continue to provide the Internet services and computer systems so that students can continue to enjoy more access to DRs to enhance their learning.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124212227","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}
This paper describes an empirical study (n=352) into Greek in-service primary school teachers’ conceptions of concepts of force and weight. A closed multiple-choice questionnaire is given to primary school teachers as a tool to explore conceptions, which has been used in previous research. The study population consisted of teachers at primary schools who work in the Greek education directorate. The research data is related to the teachers’ years of service, from where it is studied whether their teaching experience changes/reduces the alternative conceptions. The research data investigated whether the teachers’ teaching experience alters or reduces alternative conceptions based on their years of service. Years of service correlate statistically significantly with most questions. In particular, our results indicate that the alternative conceptions of teachers, reflecting misconceptions and preconceptions, reduce as the years of professional experience increase. Our study can be employed in science teaching, the design of Curricula, and teachers’ professional development.
{"title":"Self-concept of Greek primary school teachers and their conceptions of force and weight among their years of service","authors":"K. Kotsis, Dimitris Panagou","doi":"10.30935/ijpdll/12628","DOIUrl":"https://doi.org/10.30935/ijpdll/12628","url":null,"abstract":"This paper describes an empirical study (n=352) into Greek in-service primary school teachers’ conceptions of concepts of force and weight. A closed multiple-choice questionnaire is given to primary school teachers as a tool to explore conceptions, which has been used in previous research. The study population consisted of teachers at primary schools who work in the Greek education directorate. The research data is related to the teachers’ years of service, from where it is studied whether their teaching experience changes/reduces the alternative conceptions. The research data investigated whether the teachers’ teaching experience alters or reduces alternative conceptions based on their years of service. Years of service correlate statistically significantly with most questions. In particular, our results indicate that the alternative conceptions of teachers, reflecting misconceptions and preconceptions, reduce as the years of professional experience increase. Our study can be employed in science teaching, the design of Curricula, and teachers’ professional development.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130029965","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}
This study analysis the entrepreneurial intention (EI) of 236 students attending higher education considering a heterogeneous sample of students with diverse profiles and work experience, which allows exploring its role in EI. The findings confirm that understanding EI requires considering a multidimensional model that includes attitude toward entrepreneurship, perceived entrepreneurial capacity, perceived social norms, and entrepreneurship education (EE). Furthermore, students with professional experience manifest a higher EI and a higher perception of the role that EE can play in the process of establishing a start-up.
{"title":"The role of professional experience in the entrepreneurial intention in higher education","authors":"Fernando Almeida","doi":"10.30935/ijpdll/12736","DOIUrl":"https://doi.org/10.30935/ijpdll/12736","url":null,"abstract":"This study analysis the entrepreneurial intention (EI) of 236 students attending higher education considering a heterogeneous sample of students with diverse profiles and work experience, which allows exploring its role in EI. The findings confirm that understanding EI requires considering a multidimensional model that includes attitude toward entrepreneurship, perceived entrepreneurial capacity, perceived social norms, and entrepreneurship education (EE). Furthermore, students with professional experience manifest a higher EI and a higher perception of the role that EE can play in the process of establishing a start-up.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131287756","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}
Nahai Gu, L. Donovan, Tim D. Green, S. Ma, D. Currie
Through a lens of cross-cultural collaboration and change theory, this study explored the concerns of higher education faculty from 11 private institutions in Shanghai, China who, with little to no training, were asked to develop and teach a hybrid course. Faculty taught a range of subjects. Using the stages of concern dimension of the concerns-based adoption model of change, results showed faculty were primarily concerned with learning more about hybrid teaching and learning. The greatest disparity between concerns of faculty groups (i.e., experience, content taught) was related to online teaching experience. It is recommended that prior to engaging higher education faculty in faculty development, consideration must be given to cultural norms and individual differences. Facilitators must get to know participants on a professional level and cultural level. The study implications extend to faculty development facilitators and to the way in which relationships are viewed in Chinese higher education.
{"title":"Higher education faculty concerns teaching in a hybrid environment: Implications for Chinese private higher education faculty developers and faculty","authors":"Nahai Gu, L. Donovan, Tim D. Green, S. Ma, D. Currie","doi":"10.30935/ijpdll/12638","DOIUrl":"https://doi.org/10.30935/ijpdll/12638","url":null,"abstract":"Through a lens of cross-cultural collaboration and change theory, this study explored the concerns of higher education faculty from 11 private institutions in Shanghai, China who, with little to no training, were asked to develop and teach a hybrid course. Faculty taught a range of subjects. Using the stages of concern dimension of the concerns-based adoption model of change, results showed faculty were primarily concerned with learning more about hybrid teaching and learning. The greatest disparity between concerns of faculty groups (i.e., experience, content taught) was related to online teaching experience. It is recommended that prior to engaging higher education faculty in faculty development, consideration must be given to cultural norms and individual differences. Facilitators must get to know participants on a professional level and cultural level. The study implications extend to faculty development facilitators and to the way in which relationships are viewed in Chinese higher education.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114653110","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}
{"title":"EFL Learners’ Attitudes Towards Online Reflective Journals’ Impact on Creative Writing: An Analytical Study","authors":"Haya Fayyad Abuhussein","doi":"10.30935/ijpdll/12326","DOIUrl":"https://doi.org/10.30935/ijpdll/12326","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129462012","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}
{"title":"Multiple Intelligences and Perceptual Learning Style Preferences of Education and Engineering Students","authors":"J. M. Pocaan","doi":"10.30935/ijpdll/12327","DOIUrl":"https://doi.org/10.30935/ijpdll/12327","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125252377","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}
{"title":"Learners’ Behavior in the Classrooms of Nepali Private Schools","authors":"Navin Poudel, Jiban Khadka","doi":"10.30935/ijpdll/12328","DOIUrl":"https://doi.org/10.30935/ijpdll/12328","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133829788","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}
Kizito Ndihokubwayo, Irénée Ndayambaje, J. Orodho, N. Ogeta
{"title":"Strategizing Learner Support to Scaffold Learning and Internal Efficiency in Distance Training Program for In-Service Secondary School Teachers in Rwanda","authors":"Kizito Ndihokubwayo, Irénée Ndayambaje, J. Orodho, N. Ogeta","doi":"10.30935/ijpdll/12104","DOIUrl":"https://doi.org/10.30935/ijpdll/12104","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125046389","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}
{"title":"Modular Learning amidst COVID-19 Pandemic: Satisfaction Among Students in a Higher Education Institution","authors":"J. Z. Tria, Maria S. Tugano, Jimmelyn Z. Tonio","doi":"10.30935/ijpdll/12075","DOIUrl":"https://doi.org/10.30935/ijpdll/12075","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132564309","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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