Pub Date : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.117
Nilufer Ulker
Instructors’ performance evaluation has been a long-standing topic of controversy in higher-education settings across the world. In line with recent trends in higher education quality practices, which emerged as a consequence of globalization, many questions still remain unanswered concerning the preparation, implementation and use of instructors’ performance evaluations which have become critical components of accountability mechanisms towards stakeholders. Instructors’ performance is evaluated against a number of criteria and through a number of means, student feedback being the most prominent. This study explores instructors’ perceptions regarding the effect of student feedback on their teaching practices and quality of teaching and whether and how student feedback guides instruction and methodology of teaching in the actual classroom setting. It presents findings from a questionnaire devised by Floden (2017) where general scanning technique was applied to collect data from instructors who are in different career phases in a Turkish state university, where student evaluations of teaching have been utilized within the scope of instructor performance evaluations for more than a decade as part of international accreditation procedures. In total, 86 instructors took part in the study and the results of the questionnaire were compared with those of the original instrument. The major findings indicate that student feedback affects instructors’ teaching practices to a high extent and it contributes to improvement of teaching quality. In addition, student feedback influences the amount of material covered and instructors’ tendency towards the share of traditional lectures.
{"title":"The influence of student feedback in higher education through the eyes of instructors","authors":"Nilufer Ulker","doi":"10.33422/3rd.aretl.2020.12.117","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.117","url":null,"abstract":"Instructors’ performance evaluation has been a long-standing topic of controversy in higher-education settings across the world. In line with recent trends in higher education quality practices, which emerged as a consequence of globalization, many questions still remain unanswered concerning the preparation, implementation and use of instructors’ performance evaluations which have become critical components of accountability mechanisms towards stakeholders. Instructors’ performance is evaluated against a number of criteria and through a number of means, student feedback being the most prominent. This study explores instructors’ perceptions regarding the effect of student feedback on their teaching practices and quality of teaching and whether and how student feedback guides instruction and methodology of teaching in the actual classroom setting. It presents findings from a questionnaire devised by Floden (2017) where general scanning technique was applied to collect data from instructors who are in different career phases in a Turkish state university, where student evaluations of teaching have been utilized within the scope of instructor performance evaluations for more than a decade as part of international accreditation procedures. In total, 86 instructors took part in the study and the results of the questionnaire were compared with those of the original instrument. The major findings indicate that student feedback affects instructors’ teaching practices to a high extent and it contributes to improvement of teaching quality. In addition, student feedback influences the amount of material covered and instructors’ tendency towards the share of traditional lectures.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116371608","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 : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.122
Gohar Seyedi
The study aims to use psychodrama techniques for teacher candidates to improve their problem-solving skills in teaching and classroom management in the first years of their profession and prepare them for future pedagogical challenges. For this purpose, an eightweek on-service teacher training workshop was designed to promote teacher candidates' cognition and creativity in decision making in problematic classroom situations through role playing, role reversal, doubling and mirroring. The impact of these psychodrama techniques on problem-solving skills was then evaluated through interview and reflection. The results proved that psychodrama had a marked positive impact on the problem-solving skills of participant teachers and their critical thinking as well as self-management that allows for resolution through action. Novice teachers had better go through workshops on psychodrama in order to bring about positive and impactful results in their professional development and creating rapport in the classroom, which would go a long way in effective and productive teaching.
{"title":"Psychodrama as an Interactive Method to Improve Teacher Candidates’ Problem-Solving Skill","authors":"Gohar Seyedi","doi":"10.33422/3rd.aretl.2020.12.122","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.122","url":null,"abstract":"The study aims to use psychodrama techniques for teacher candidates to improve their problem-solving skills in teaching and classroom management in the first years of their profession and prepare them for future pedagogical challenges. For this purpose, an eightweek on-service teacher training workshop was designed to promote teacher candidates' cognition and creativity in decision making in problematic classroom situations through role playing, role reversal, doubling and mirroring. The impact of these psychodrama techniques on problem-solving skills was then evaluated through interview and reflection. The results proved that psychodrama had a marked positive impact on the problem-solving skills of participant teachers and their critical thinking as well as self-management that allows for resolution through action. Novice teachers had better go through workshops on psychodrama in order to bring about positive and impactful results in their professional development and creating rapport in the classroom, which would go a long way in effective and productive teaching.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"30 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123772815","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 : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.120
Luis J. Serrano-Tamayo
Inclusive education has become a key issue in educational policy worldwide, however most of research has been oriented to study less privileged groups in terms of disabilities, gender, race, or language, all of them with an implicit legitimacy to be included. This paper expands the concept of inclusive education as it focuses on the socialisation process of former combatants operating outside the law. This case study explains how educational and labour duties oriented to farmers have been applied for including former combatants from the Colombian armed conflict into productive projects at Panaca, a family-oriented theme park that shows the importance of countryside for life in the cities through educational and playful activities. A series of open-ended and semi-structured interviews allowed the identification of four inclusive education manifestations: socialisation, literacy, formalities within social processes, and solidarity. The perspective of social pedagogy, which studies social dynamics of formative processes and learning processes in quotidian contexts, suggests that non-modification of organisational normative structure is needed for inclusion as well as highlights the decisive role of teachers for inclusion success. Other key factors that contributed to inclusion were the identified similarities between the organisation and the group included as well as the support from the management team.
{"title":"Inclusive education in practice: socialisation of former combatants into society","authors":"Luis J. Serrano-Tamayo","doi":"10.33422/3rd.aretl.2020.12.120","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.120","url":null,"abstract":"Inclusive education has become a key issue in educational policy worldwide, however most of research has been oriented to study less privileged groups in terms of disabilities, gender, race, or language, all of them with an implicit legitimacy to be included. This paper expands the concept of inclusive education as it focuses on the socialisation process of former combatants operating outside the law. This case study explains how educational and labour duties oriented to farmers have been applied for including former combatants from the Colombian armed conflict into productive projects at Panaca, a family-oriented theme park that shows the importance of countryside for life in the cities through educational and playful activities. A series of open-ended and semi-structured interviews allowed the identification of four inclusive education manifestations: socialisation, literacy, formalities within social processes, and solidarity. The perspective of social pedagogy, which studies social dynamics of formative processes and learning processes in quotidian contexts, suggests that non-modification of organisational normative structure is needed for inclusion as well as highlights the decisive role of teachers for inclusion success. Other key factors that contributed to inclusion were the identified similarities between the organisation and the group included as well as the support from the management team.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129811444","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 : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.110
F. D. Guillén-Gámez
The use of ICT resources in the teaching and learning process, as well as in the field of educational research, requires positive attitudes from all higher education teachers. Therefore, the purposes of this study are: (1) to measure both the level of attitude of teachers towards technology related to the teaching and learning process and the level of attitude towards technology related to research in both genders; and (2) to know if there are differences in the attitudes of teachers according to their gender. For this, an ex post facto design with 867 higher education teachers from the Spanish territory was used. An instrument created by RomeroMartínez et al. (2020) was composed of a total of 18 items, classified into three dimensions: affective, cognitive and behavioural attitudes towards technology in the teaching and learning process; affective attitudes towards technology in educational research; and cognitive attitudes towards technology in educational research. In general, the results showed that the teachers perceived a very good attitude towards technology (3.9/5), being higher in the male gender. Specifically, significant differences were found between both genders in the global attitude towards technology, as well as in the affective attitudes dimension towards ICT research. The conclusions derived from this study can help to develop training actions focused on improving the most unfavourable attitudes of each gender.
{"title":"Attitude towards ICT: a statistical analysis of gender differences in Spanish higher education teachers","authors":"F. D. Guillén-Gámez","doi":"10.33422/3rd.aretl.2020.12.110","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.110","url":null,"abstract":"The use of ICT resources in the teaching and learning process, as well as in the field of educational research, requires positive attitudes from all higher education teachers. Therefore, the purposes of this study are: (1) to measure both the level of attitude of teachers towards technology related to the teaching and learning process and the level of attitude towards technology related to research in both genders; and (2) to know if there are differences in the attitudes of teachers according to their gender. For this, an ex post facto design with 867 higher education teachers from the Spanish territory was used. An instrument created by RomeroMartínez et al. (2020) was composed of a total of 18 items, classified into three dimensions: affective, cognitive and behavioural attitudes towards technology in the teaching and learning process; affective attitudes towards technology in educational research; and cognitive attitudes towards technology in educational research. In general, the results showed that the teachers perceived a very good attitude towards technology (3.9/5), being higher in the male gender. Specifically, significant differences were found between both genders in the global attitude towards technology, as well as in the affective attitudes dimension towards ICT research. The conclusions derived from this study can help to develop training actions focused on improving the most unfavourable attitudes of each gender.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"652 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116213261","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 : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.121
Ludfi Djajanto
In the era of industrial revolution 4.0, the use of technology and the internet was almost implemented in all fields including education, especially in the learning process. The use of information technology in learning becomes a necessity because it facilitates students and lecturers in carrying out the learning process. Furthermore, problem-based learning sourced from authentic problems are effective and motivating. This study aims to explore the effective implementation of a problem-based learning implemented in a blended system, as a teaching and learning strategy toward adaptive learning method. This experimental research was followed up by identification of students’ responses toward the implementation of the strategy. Respondents were 160 students taking a marketing management course; samples were selected through purposive sampling technique. Findings show that there were significant differences between control and experiment groups, confirming the higher significant progress of students learning through problem-based presented in a blended learning system than of students learning through conventional strategy. Nearly all respondents agreed that the problem-based learning presented in the blended system was interesting, motivating and assisting to gain the targeted learning outcomes. This strategy was also one step toward the implementation of adaptive learning method that put individualized learning in a computerized system.
{"title":"Effective Problem Based Learning Presented in a Blended System: One Step toward Adaptive Learning","authors":"Ludfi Djajanto","doi":"10.33422/3rd.aretl.2020.12.121","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.121","url":null,"abstract":"In the era of industrial revolution 4.0, the use of technology and the internet was almost implemented in all fields including education, especially in the learning process. The use of information technology in learning becomes a necessity because it facilitates students and lecturers in carrying out the learning process. Furthermore, problem-based learning sourced from authentic problems are effective and motivating. This study aims to explore the effective implementation of a problem-based learning implemented in a blended system, as a teaching and learning strategy toward adaptive learning method. This experimental research was followed up by identification of students’ responses toward the implementation of the strategy. Respondents were 160 students taking a marketing management course; samples were selected through purposive sampling technique. Findings show that there were significant differences between control and experiment groups, confirming the higher significant progress of students learning through problem-based presented in a blended learning system than of students learning through conventional strategy. Nearly all respondents agreed that the problem-based learning presented in the blended system was interesting, motivating and assisting to gain the targeted learning outcomes. This strategy was also one step toward the implementation of adaptive learning method that put individualized learning in a computerized system.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125822633","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 : 2020-12-18DOI: 10.33422/3rd.aretl.2020.12.115
Jeffri Idris
. This study sought to get a better understanding on the extent of values being considered and practised by the school heads. This is important because school heads, as well as teachers are considered role models by their students and community, therefore these school heads should ‘lead by example’. The objectives of the study were to determine their most favoured values, their levels of practice and their differences. A quantitative approach was used by employing a survey instrument to gather the data. The values assessed were categorized into four domains, namely Basic Values, Professional Values, Morale Values and, Social and Political Values. There were 105 school heads from most parts of the country purposely selected for the study. The respondents were from both primary and secondary schools and comprised both gender. The respondents were required to self assessed their values practice using the five-point Likert Scale items. It was decided that 94 survey questionnaire forms to be selected and analysed. Based on the item analysis, it was concluded that the respondents scored considerably high in all the four domains. It was also discovered that there were no significant differences in the practice of values between primary and secondary school heads, gender and geographical locations. There was also no significant difference in terms of years of experience as school heads. Although their levels of values practice were mostly high, suggestions were made to further strengthened their values-based leadership particularly the Moral Values domain.. It was also suggested that a 360 degree type of assessment to be used in future study to get different perspectives to support the findings of this study. Lastly, this study has contributed to the body of knowledge in terms of values-based leadership among the school heads in the country.
{"title":"Determination of School Leaders’ Values, Their Levels of Practice and Differences","authors":"Jeffri Idris","doi":"10.33422/3rd.aretl.2020.12.115","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.115","url":null,"abstract":". This study sought to get a better understanding on the extent of values being considered and practised by the school heads. This is important because school heads, as well as teachers are considered role models by their students and community, therefore these school heads should ‘lead by example’. The objectives of the study were to determine their most favoured values, their levels of practice and their differences. A quantitative approach was used by employing a survey instrument to gather the data. The values assessed were categorized into four domains, namely Basic Values, Professional Values, Morale Values and, Social and Political Values. There were 105 school heads from most parts of the country purposely selected for the study. The respondents were from both primary and secondary schools and comprised both gender. The respondents were required to self assessed their values practice using the five-point Likert Scale items. It was decided that 94 survey questionnaire forms to be selected and analysed. Based on the item analysis, it was concluded that the respondents scored considerably high in all the four domains. It was also discovered that there were no significant differences in the practice of values between primary and secondary school heads, gender and geographical locations. There was also no significant difference in terms of years of experience as school heads. Although their levels of values practice were mostly high, suggestions were made to further strengthened their values-based leadership particularly the Moral Values domain.. It was also suggested that a 360 degree type of assessment to be used in future study to get different perspectives to support the findings of this study. Lastly, this study has contributed to the body of knowledge in terms of values-based leadership among the school heads in the country.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114929385","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 : 1900-01-01DOI: 10.33422/3rd.aretl.2020.12.119
C. Sanchez-Lozano
This paper describes a research project in progress which focuses on the use of sequential analysis to identify student strategies and cognitive load within a networked learning model adopted in an online postgraduate course. Regarding the network design, epistemic, social and set aspects have been considered in the course structure and are briefly presented here. In particular, it is hypothesized that individual sequences can be related to student learning outcomes and cognitive load. The design and delivery of the course will be analyzed using an action research approach complemented by data analytics techniques using PRom and Python.
{"title":"Networked Learning Dynamics in Online Instruction: An Action Research Study","authors":"C. Sanchez-Lozano","doi":"10.33422/3rd.aretl.2020.12.119","DOIUrl":"https://doi.org/10.33422/3rd.aretl.2020.12.119","url":null,"abstract":"This paper describes a research project in progress which focuses on the use of sequential analysis to identify student strategies and cognitive load within a networked learning model adopted in an online postgraduate course. Regarding the network design, epistemic, social and set aspects have been considered in the course structure and are briefly presented here. In particular, it is hypothesized that individual sequences can be related to student learning outcomes and cognitive load. The design and delivery of the course will be analyzed using an action research approach complemented by data analytics techniques using PRom and Python.","PeriodicalId":174611,"journal":{"name":"Proceedings of The 3rd International Conference on Advanced Research in Education, Teaching and Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126717857","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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