This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.
{"title":"The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing","authors":"Xue Yao, Ying Shao, Rong Luo","doi":"10.33422/ejte.v6i1.1221","DOIUrl":"https://doi.org/10.33422/ejte.v6i1.1221","url":null,"abstract":"This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735014","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}
Practical training in radiology clerkships takes place alongside radiologists’ daily patient care with an increasingly high workload. Medical students need to learn about different imaging exams in radiology rooms. Thus, practical training needs to encourage a self-active student approach. Giving insights into imaging, radiology departments are predestined for student rotation (SR) settings. The Radiology Rotation-Model-22 (RRM), introduced in part one of this study, was designed both as a tool and pocket card with department sections (10) for students in clerkships. Students can log data on tasks performed with the RRM-tool in a standardised documentation structure. They can self-observe and track individual SR by the method of participant observation (PO). The RRM-pocket card provides an overview of SR in radiology by PO across hospitals and medical offices. The RRM-model is department-related, and can optimise clerkship structure in busy clinical routine, and generate self-active training for medical students.
放射科实习的实践培训与放射科医生的日常病人护理同时进行，工作量越来越大。医科学生需要在放射室学习不同的成像检查。因此，实践培训需要鼓励学生自我主动学习。为了让学生深入了解影像学，放射科注定是学生轮转（SR）的理想场所。本研究第一部分介绍的 "放射学轮转模型-22（RRM）"既是一种工具，也是为实习学生设计的带有科室部分（10）的口袋卡。学生可以在标准化的文档结构中使用 RRM 工具记录任务数据。他们可以通过参与观察（PO）的方法进行自我观察和跟踪个人 SR。RRM 袖珍卡提供了各医院和医务室通过参与观察进行放射学 SR 的概况。RRM 模型与科室相关，可在繁忙的临床日常工作中优化实习结构，并为医学生提供自我主动培训。
{"title":"Introducing the Radiology Rotation-Model-22 in Clerkships: The RRM-Pocket Card for Medical Students – Part 1","authors":"I. Petsch, Boris Buerke","doi":"10.33422/ejte.v6i1.1207","DOIUrl":"https://doi.org/10.33422/ejte.v6i1.1207","url":null,"abstract":"Practical training in radiology clerkships takes place alongside radiologists’ daily patient care with an increasingly high workload. Medical students need to learn about different imaging exams in radiology rooms. Thus, practical training needs to encourage a self-active student approach. Giving insights into imaging, radiology departments are predestined for student rotation (SR) settings. The Radiology Rotation-Model-22 (RRM), introduced in part one of this study, was designed both as a tool and pocket card with department sections (10) for students in clerkships. Students can log data on tasks performed with the RRM-tool in a standardised documentation structure. They can self-observe and track individual SR by the method of participant observation (PO). The RRM-pocket card provides an overview of SR in radiology by PO across hospitals and medical offices. The RRM-model is department-related, and can optimise clerkship structure in busy clinical routine, and generate self-active training for medical students.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735947","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 investigates the impact of learners’ mother tongue (L1) on second language (L2) acquisition, with a focus on Armenian learners of English. By analyzing the use of the passive voice in both native English speakers’ and Armenian learners’ corpora, the study aims to address a research gap concerning the influence of L1 on the acquisition of form but not function in the Armenian context. The study hypothesizes that the pragmatic aspect of the passive voice in Armenian would influence its usage in English. Utilizing Contrastive Interlanguage Analysis, both quantitative and qualitative research methods were employed to analyze the Armenian learners’ corpus (compiled in line with International Corpus of Learner English (ICLE)) and a sub-corpus of the Louvain Corpus of Native English Essays (LOUVAIN). The analysis revealed that Armenian learners effectively utilized the passive voice without errors, and their pragmatic usage closely resembled that of native speakers. This finding contradicts the hypothesis that learners struggle with acquiring the functions of grammar issues.
{"title":"Do Learners Acquire the Functions of the English Passive Along with Its Form? Case Study of Armenian Learners","authors":"Emma Nemishalyan","doi":"10.33422/ejte.v6i1.1206","DOIUrl":"https://doi.org/10.33422/ejte.v6i1.1206","url":null,"abstract":"The study investigates the impact of learners’ mother tongue (L1) on second language (L2) acquisition, with a focus on Armenian learners of English. By analyzing the use of the passive voice in both native English speakers’ and Armenian learners’ corpora, the study aims to address a research gap concerning the influence of L1 on the acquisition of form but not function in the Armenian context. The study hypothesizes that the pragmatic aspect of the passive voice in Armenian would influence its usage in English. Utilizing Contrastive Interlanguage Analysis, both quantitative and qualitative research methods were employed to analyze the Armenian learners’ corpus (compiled in line with International Corpus of Learner English (ICLE)) and a sub-corpus of the Louvain Corpus of Native English Essays (LOUVAIN). The analysis revealed that Armenian learners effectively utilized the passive voice without errors, and their pragmatic usage closely resembled that of native speakers. This finding contradicts the hypothesis that learners struggle with acquiring the functions of grammar issues.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"11 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735267","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}
In early childhood education there is an increasing focus on the issues related to male kindergarten teachers. The shortage of men entering the teaching profession, the high turnover rate, and social marginalisation pose a challenge to the recruitment and retention of male kindergarten teachers. Furthermore, an imbalance in the ratio of men and women in early childhood education can also have an impact on children's educational development, as male teachers are also seen to be beneficial to children's ongoing development. This quantitative study explores the factors affecting Chinese male kindergarten teachers' job satisfaction and organisational commitment. The results show that six influencing factors positively impact job satisfaction: public attitude, pay satisfaction, work pressure, interpersonal relationships, promotion and professional development, and physical work environment. Also, there is a positive relationship between job satisfaction and organisational commitment. There are implications for recruiting and retaining male kindergarten teachers, for early childhood education policymakers and training providers.
{"title":"Chinese Male Kindergarten Teachers: Factors Affecting Job Satisfaction and Organisational Commitment","authors":"Jing Zhang, Anita Backhouse, Kaili C Zhang","doi":"10.33422/ejte.v5i4.1169","DOIUrl":"https://doi.org/10.33422/ejte.v5i4.1169","url":null,"abstract":"In early childhood education there is an increasing focus on the issues related to male kindergarten teachers. The shortage of men entering the teaching profession, the high turnover rate, and social marginalisation pose a challenge to the recruitment and retention of male kindergarten teachers. Furthermore, an imbalance in the ratio of men and women in early childhood education can also have an impact on children's educational development, as male teachers are also seen to be beneficial to children's ongoing development. This quantitative study explores the factors affecting Chinese male kindergarten teachers' job satisfaction and organisational commitment. The results show that six influencing factors positively impact job satisfaction: public attitude, pay satisfaction, work pressure, interpersonal relationships, promotion and professional development, and physical work environment. Also, there is a positive relationship between job satisfaction and organisational commitment. There are implications for recruiting and retaining male kindergarten teachers, for early childhood education policymakers and training providers.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"56 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527717","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}
Syed Sadullah Hussainy, Razeena Rasheed, Mohammed Al-Haziazi
This study delves into the perception and impact of Active Learning (AL) practices among students in Omani Higher Education Institutions (HEIs). The study is conducted based on three primary objectives: 1. Assessing the prevalence of AL implementation in Omani HEIs. 2. Understanding students' perception of AL practices in Omani HEIs. 3. Evaluating the impact of AL on students' academic performance Employing a survey methodology, the study gathered data from 110 students enrolled in the Faculty of Business Studies at Arab Open University, Oman. Data analysis was conducted using SPSS Amos version software. The findings reveal that AL implementation in Omani HEIs is moderate. Students hold a favorable perception of AL, with 'Engagement of Students' emerging as the most positively perceived aspect. Notably, AL positively influences students' academic performance, with 'Engagement of Students' identified as the most significant predictor of performance. Interestingly, male students exhibited a stronger perception of AL and experienced greater performance benefits compared to their female counterparts. Considering these findings, the study recommends that HEIs in Oman actively promote the use of AL to enhance student engagement, motivation, and academic performance. Specifically, HEIs should prioritize developing and implementing AL strategies that foster active engagement among students.
本研究深入探讨阿曼高等教育机构（HEIs）学生对主动学习（AL）做法的看法和影响。研究基于三个主要目标进行：1.评估阿曼高等院校实施主动式学习的普遍程度。2.了解阿曼高等院校学生对主动学习实践的看法。3.评估 AL 对学生学习成绩的影响 本研究采用调查方法，收集了阿曼阿拉伯开放大学商学院 110 名学生的数据。数据分析采用 SPSS Amos 版软件进行。研究结果表明，AL 在阿曼高校的实施情况一般。学生对 AL 持有好感，其中 "学生参与 "是最受好评的方面。值得注意的是，AL 对学生的学习成绩有积极影响，其中 "学生参与 "被认为是预测学习成绩的最重要因素。有趣的是，与女生相比，男生对 "学生参与 "的感知更强，对学习成绩的影响也更大。考虑到这些发现，研究建议阿曼的高等院校积极推广使用 AL 来提高学生的参与度、积极性和学习成绩。具体而言，高等院校应优先制定和实施促进学生积极参与的 AL 战略。
{"title":"Perception of Students Towards Active Learning in HEIs of Oman and Its Impact on Academic Performance","authors":"Syed Sadullah Hussainy, Razeena Rasheed, Mohammed Al-Haziazi","doi":"10.33422/ejte.v5i4.1168","DOIUrl":"https://doi.org/10.33422/ejte.v5i4.1168","url":null,"abstract":"This study delves into the perception and impact of Active Learning (AL) practices among students in Omani Higher Education Institutions (HEIs). The study is conducted based on three primary objectives: 1. Assessing the prevalence of AL implementation in Omani HEIs. 2. Understanding students' perception of AL practices in Omani HEIs. 3. Evaluating the impact of AL on students' academic performance Employing a survey methodology, the study gathered data from 110 students enrolled in the Faculty of Business Studies at Arab Open University, Oman. Data analysis was conducted using SPSS Amos version software. The findings reveal that AL implementation in Omani HEIs is moderate. Students hold a favorable perception of AL, with 'Engagement of Students' emerging as the most positively perceived aspect. Notably, AL positively influences students' academic performance, with 'Engagement of Students' identified as the most significant predictor of performance. Interestingly, male students exhibited a stronger perception of AL and experienced greater performance benefits compared to their female counterparts. Considering these findings, the study recommends that HEIs in Oman actively promote the use of AL to enhance student engagement, motivation, and academic performance. Specifically, HEIs should prioritize developing and implementing AL strategies that foster active engagement among students.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"9 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505345","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}
Bashar Abu Shunnar, Peter Lawson, A. Fahim, Wissam Abu Shunnar
During the outbreak of the COVID-19 pandemic, interest in online classes has increased due to the restrictions imposed by the pandemic. The motivation towards this type of education is of great importance to the success of online classes. Therefore, the current study aims to investigate the level of enhancement of Abu Dhabi Polytechnic (ADPoly) students' motivation toward online classes. The study used the descriptive analytical approach in collecting and analyzing the data through the sample responses of (260) males and females. The results indicated a moderate level of enhancement in students' motivation toward online classes, in general. Through the results, it was found that (Course and Curriculum Structure, Parental Habits and Involvement, Learning Environment, and Peer Relationships all contributed highly to the enhancement process, While the enhancement was moderate about (Teaching methods, technical issues, and assessments). In addition, the results indicated that there were no statistically significant differences in the level of student motivation enhancement due to gender or year level.
{"title":"Investigating the Enhancement of Students’ Motivation in Online Classes During COVID-19 – A Case Study of Abu Dhabi Polytechnic","authors":"Bashar Abu Shunnar, Peter Lawson, A. Fahim, Wissam Abu Shunnar","doi":"10.33422/ejte.v5i2.929","DOIUrl":"https://doi.org/10.33422/ejte.v5i2.929","url":null,"abstract":"During the outbreak of the COVID-19 pandemic, interest in online classes has increased due to the restrictions imposed by the pandemic. The motivation towards this type of education is of great importance to the success of online classes. Therefore, the current study aims to investigate the level of enhancement of Abu Dhabi Polytechnic (ADPoly) students' motivation toward online classes. The study used the descriptive analytical approach in collecting and analyzing the data through the sample responses of (260) males and females. The results indicated a moderate level of enhancement in students' motivation toward online classes, in general. Through the results, it was found that (Course and Curriculum Structure, Parental Habits and Involvement, Learning Environment, and Peer Relationships all contributed highly to the enhancement process, While the enhancement was moderate about (Teaching methods, technical issues, and assessments). In addition, the results indicated that there were no statistically significant differences in the level of student motivation enhancement due to gender or year level.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116334585","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 present paper proposes a framework for using "Multimodal Creative Projects" (MCP) for developing intercultural competence in engineering students. Instructors added a multimodal feature to improve students' learning experiences while engaging them in project-based learning. This feature provided numerous opportunities for multiple representations of content to students using text, video, audio, images, and comic strips that suited their diverse learning styles. We argue that, though both academic research paper writing and MCP, allow an instructor to carry out an assessment of learning as well as an assessment for learning, it is MCP that improves learner motivation, engagement, and learning outcomes better when compared to academic research paper writing. For collecting data for the study, a questionnaire was designed and circulated using Google Forms to 122 engineering students enrolled in the Cross-Cultural Skills course, being offered at the Birla Institute of Technology and Science, India, a premier engineering institute in India. The findings of the experiment indicate that the majority of the students who opted for MCP-based assignments found their mode of learning to be effective in making use of their core and creative skills and also providing flexibility, which enhanced their interest, engagement, and learning performance in the course.
{"title":"Project-Based Learning with or Without Multimodal Features: Action-Based Research for Developing and Assessing Intercultural Competence","authors":"P. Lata, Sugandha Bhatnagar","doi":"10.33422/ejte.v5i2.1028","DOIUrl":"https://doi.org/10.33422/ejte.v5i2.1028","url":null,"abstract":"The present paper proposes a framework for using \"Multimodal Creative Projects\" (MCP) for developing intercultural competence in engineering students. Instructors added a multimodal feature to improve students' learning experiences while engaging them in project-based learning. This feature provided numerous opportunities for multiple representations of content to students using text, video, audio, images, and comic strips that suited their diverse learning styles. We argue that, though both academic research paper writing and MCP, allow an instructor to carry out an assessment of learning as well as an assessment for learning, it is MCP that improves learner motivation, engagement, and learning outcomes better when compared to academic research paper writing. For collecting data for the study, a questionnaire was designed and circulated using Google Forms to 122 engineering students enrolled in the Cross-Cultural Skills course, being offered at the Birla Institute of Technology and Science, India, a premier engineering institute in India. The findings of the experiment indicate that the majority of the students who opted for MCP-based assignments found their mode of learning to be effective in making use of their core and creative skills and also providing flexibility, which enhanced their interest, engagement, and learning performance in the course.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126739386","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 current social context presents understandings of professions as vaguer rather than distinct in the everchanging education environment. While education and the medium of education (Teachers) present as a vastly researched sphere, the parallel profession of a Special-needs Educator lacked equal attention despite the challenges that the profession faces in its more complex provisos. The project seeks to determine the professional understanding of a SnE and the varied implied association of professional identity using a qualitative approach, with adaptation from Collie and Mansfield’s proposed model (2022) with an additional paradigm of Social Identity Theory. Semi-structured interviews were conducted with 10 participants at different levels of professional involvement before analysis was conducted using Thematic Analysis proposed by Clark, Braun and Hayfield (2015). Presenting themes of (1) Big Environment, (2) Professional Identity, (3) Expectations (Formal Professional roles), (4) Additional Roles (Hidden Professional Roles) and, (5) Burnout were observed from the data. Key finding notes that dissonance within the profession was resultant of the low clarity of professional responsibilities rather than factors identified by earlier studies (heavy workload, emotional burnout, lack of resources etc); ‘Parents’ and ‘Organization’ were noted to be direct contributors to the low clarity of role, and that; ‘Ambiguous’ was noted to represent the hidden curriculum of the profession rather than any distinct findings. The research notes the maturity of the profession in the developmental context of Singapore and provides recommendations for different profiles-levels to reflect the maturity of the professional environment.
{"title":"Professional Understanding of a Special Needs Educator: Roles, Expectations, and Implications","authors":"C. Tan","doi":"10.33422/ejte.v5i2.1020","DOIUrl":"https://doi.org/10.33422/ejte.v5i2.1020","url":null,"abstract":"The current social context presents understandings of professions as vaguer rather than distinct in the everchanging education environment. While education and the medium of education (Teachers) present as a vastly researched sphere, the parallel profession of a Special-needs Educator lacked equal attention despite the challenges that the profession faces in its more complex provisos. The project seeks to determine the professional understanding of a SnE and the varied implied association of professional identity using a qualitative approach, with adaptation from Collie and Mansfield’s proposed model (2022) with an additional paradigm of Social Identity Theory. Semi-structured interviews were conducted with 10 participants at different levels of professional involvement before analysis was conducted using Thematic Analysis proposed by Clark, Braun and Hayfield (2015). Presenting themes of (1) Big Environment, (2) Professional Identity, (3) Expectations (Formal Professional roles), (4) Additional Roles (Hidden Professional Roles) and, (5) Burnout were observed from the data. Key finding notes that dissonance within the profession was resultant of the low clarity of professional responsibilities rather than factors identified by earlier studies (heavy workload, emotional burnout, lack of resources etc); ‘Parents’ and ‘Organization’ were noted to be direct contributors to the low clarity of role, and that; ‘Ambiguous’ was noted to represent the hidden curriculum of the profession rather than any distinct findings. The research notes the maturity of the profession in the developmental context of Singapore and provides recommendations for different profiles-levels to reflect the maturity of the professional environment.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124800000","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}
Entrepreneurship education at universities tends to neglect entrepreneurial soft skills such as uncertainty competence and resilience. Art-based teaching and learning are considered as an effective way of fostering such competencies but have hardly been described in the context of entrepreneurship education. This paper explores what and how students learn from integrating a studio approach into entrepreneurship education. The research object is a teaching event on developing a business idea through painting. The two-day workshop encompassed instructions by an artist, students painting on large-size canvases, and an extended crit. The case study was informed by teaching conversations, student statements, lecturers’ observations, and resulting field notes. The data reveal that the creative process made participants reflect on the entrepreneurial mindset. Students experienced self-efficacy and learned how to embrace uncertainty. Although the qualitative approach of this study lacks generalizability, the case adds to research and practice by underpinning the potential of art-based entrepreneurship education in fostering entrepreneurial competence.
{"title":"Painting on the Business Model Canvas: A Case of Art-Based Entrepreneurship Education","authors":"Berit Sandberg","doi":"10.33422/ejte.v5i2.988","DOIUrl":"https://doi.org/10.33422/ejte.v5i2.988","url":null,"abstract":"Entrepreneurship education at universities tends to neglect entrepreneurial soft skills such as uncertainty competence and resilience. Art-based teaching and learning are considered as an effective way of fostering such competencies but have hardly been described in the context of entrepreneurship education. This paper explores what and how students learn from integrating a studio approach into entrepreneurship education. The research object is a teaching event on developing a business idea through painting. The two-day workshop encompassed instructions by an artist, students painting on large-size canvases, and an extended crit. The case study was informed by teaching conversations, student statements, lecturers’ observations, and resulting field notes. The data reveal that the creative process made participants reflect on the entrepreneurial mindset. Students experienced self-efficacy and learned how to embrace uncertainty. Although the qualitative approach of this study lacks generalizability, the case adds to research and practice by underpinning the potential of art-based entrepreneurship education in fostering entrepreneurial competence.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117316905","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}
Ayessha Farveen Abusalih, Eunice M. Y. Tan, Nicholas P. de Cruz
The present study examined the associations between parental conflict and externalising behaviours, specifically in children with Autism Spectrum Disorder (ASD). In addition, parenting styles is explored to moderate the relationship between parental conflict and externalising behaviours in these children with Autism Spectrum Disorder(ASD). Participants comprised of 106 parents of Singaporean children with ASD. Parents were required to complete assessments of autism severity, externalising behaviours, parenting style and interparental conflict. The results from the regression analyses and ANOVA reveal that parenting styles can reduce externalising behaviours in children with ASD, in the context of parental conflict. The findings from the study have implications in designing targeted interventions and parent training programmes to equip parents with appropriate skills to nurture their child, thereby reducing the detrimental outcomes of parental conflict.
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