It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.
{"title":"Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms","authors":"B. Omodan, Nomxolisi Mtsi, Pretty Thandiswa Mpiti","doi":"10.5430/jct.v12n4p116","DOIUrl":"https://doi.org/10.5430/jct.v12n4p116","url":null,"abstract":"It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126254643","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}
Lauren B. Birney, Brian R. Evans, Vibhakumari Solanki, Elmer-Rico Mojica, C. Scharff, Joyce Kong
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative that involves multiple stakeholder collaborations and is led by Pace University. Within Pace, the initiative crosses over three different schools and colleges and across multiple departments. Pace University’s NSF project of focus in this article is the Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose is to increase student motivation and preparation for pursuing STEM careers. This article presents results of programming to increase student scientific identity. Findings revealed that students in the 11th grade had the highest level of scientific identity compared to other high school grades. These findings indicate that 11th grade may be an ideal timeframe for interventions to improve scientific identity. Moreover, project participants had higher levels of engagement in STEM-related activities, were more likely to watch videos made by scientists, and read articles written by scientists than those in the control group.
{"title":"The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: ITEST Program Impacts on NYC School Student Scientific Identity","authors":"Lauren B. Birney, Brian R. Evans, Vibhakumari Solanki, Elmer-Rico Mojica, C. Scharff, Joyce Kong","doi":"10.5430/jct.v12n4p125","DOIUrl":"https://doi.org/10.5430/jct.v12n4p125","url":null,"abstract":"The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative that involves multiple stakeholder collaborations and is led by Pace University. Within Pace, the initiative crosses over three different schools and colleges and across multiple departments. Pace University’s NSF project of focus in this article is the Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose is to increase student motivation and preparation for pursuing STEM careers. This article presents results of programming to increase student scientific identity. Findings revealed that students in the 11th grade had the highest level of scientific identity compared to other high school grades. These findings indicate that 11th grade may be an ideal timeframe for interventions to improve scientific identity. Moreover, project participants had higher levels of engagement in STEM-related activities, were more likely to watch videos made by scientists, and read articles written by scientists than those in the control group.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116031465","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}
Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.
{"title":"Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education","authors":"O. A. Ajani","doi":"10.5430/jct.v12n4p83","DOIUrl":"https://doi.org/10.5430/jct.v12n4p83","url":null,"abstract":"Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123872665","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}
Restricted verb+noun collocations in English comprise delexical verb+noun collocations and lexical verb+noun collocations. The former are combinations containing verbs with ‘light’ meaning, such as make a mistake, take pictures, and have dinner, while lexical verb+noun collocations refer to combinations with technical meaning or figurative sense, such as draw a conclusion and hold discussions. Many studies have shown that these collocations are challenging to non-native English speakers, but to what extent and why one type is more challenging than the other has not received much research attention. The current study focuses on Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocation, particularly in relation to the influence of their first language (L1). To address this, the study measured Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocations using COLLEX5 collocation test and the extent to which their responses in the test were congruent or incongruent with their L1, i.e., Mandarin. The results show that Chinese EFL learners’ receptive delexical verb+noun collocation knowledge is higher than their lexical ones. The results also show that 92.3% of delexical verb+noun collocation errors are congruent with Mandarin. L1 influence is also evident in lexical verb+noun collocation errors but to a lesser extent, i.e., 72.6%. These findings indicate that L1-influenced errors account for a significant portion of the errors, suggesting that EFL learners' L1 influences how L2 collocations are processed in the mental lexicon.
{"title":"Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations","authors":"Gu Min, Hajar Abdul Rahim, Ang Leng Hong","doi":"10.5430/jct.v12n4p47","DOIUrl":"https://doi.org/10.5430/jct.v12n4p47","url":null,"abstract":"Restricted verb+noun collocations in English comprise delexical verb+noun collocations and lexical verb+noun collocations. The former are combinations containing verbs with ‘light’ meaning, such as make a mistake, take pictures, and have dinner, while lexical verb+noun collocations refer to combinations with technical meaning or figurative sense, such as draw a conclusion and hold discussions. Many studies have shown that these collocations are challenging to non-native English speakers, but to what extent and why one type is more challenging than the other has not received much research attention. The current study focuses on Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocation, particularly in relation to the influence of their first language (L1). To address this, the study measured Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocations using COLLEX5 collocation test and the extent to which their responses in the test were congruent or incongruent with their L1, i.e., Mandarin. The results show that Chinese EFL learners’ receptive delexical verb+noun collocation knowledge is higher than their lexical ones. The results also show that 92.3% of delexical verb+noun collocation errors are congruent with Mandarin. L1 influence is also evident in lexical verb+noun collocation errors but to a lesser extent, i.e., 72.6%. These findings indicate that L1-influenced errors account for a significant portion of the errors, suggesting that EFL learners' L1 influences how L2 collocations are processed in the mental lexicon.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134013056","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}
O. Tymofyeyeva, N. Shulha, Viktoriia Savishchenko, Halyna Klimova, Olena Bulavina
The aim of the article was to substantiate the implementation of the visual mind mapping (VMM) strategy for improving the effectiveness of students’ learning in the theoretical and experimental aspect. The focus was the use of VMM to organize learning of students of non-Humanities majors when studying the subjects of the Humanities curriculum, which are mandatory for the undergraduate level. Methods: the following methods were used to collect empirical data and interpret research results: online monitoring through questionnaires in Google Forms; testing with the involvement of the computer programme potential using the EdApp microlearning platform tools; Computer-Assisted Personal Interviewing (CAPI), classic methods of conducting scientific research and statistical data processing. The prospects of further research include a wider integration of VMM with the involvement of special software and determining its impact on the effectiveness of the students’ education.
{"title":"Implementation of Visual Mind Mapping Strategy for Improving Students’ Performance","authors":"O. Tymofyeyeva, N. Shulha, Viktoriia Savishchenko, Halyna Klimova, Olena Bulavina","doi":"10.5430/jct.v12n4p71","DOIUrl":"https://doi.org/10.5430/jct.v12n4p71","url":null,"abstract":"The aim of the article was to substantiate the implementation of the visual mind mapping (VMM) strategy for improving the effectiveness of students’ learning in the theoretical and experimental aspect. The focus was the use of VMM to organize learning of students of non-Humanities majors when studying the subjects of the Humanities curriculum, which are mandatory for the undergraduate level. Methods: the following methods were used to collect empirical data and interpret research results: online monitoring through questionnaires in Google Forms; testing with the involvement of the computer programme potential using the EdApp microlearning platform tools; Computer-Assisted Personal Interviewing (CAPI), classic methods of conducting scientific research and statistical data processing. The prospects of further research include a wider integration of VMM with the involvement of special software and determining its impact on the effectiveness of the students’ education.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"62 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130610982","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 proposes the development of an activity based on the community of practice (CoP) approach in collaboration with lesson study to enhance teaching potential. The CoP approach is utilized to elicit teachers' experiences and facilitate the sharing of teaching guidelines, while the lesson study method enables small groups of teachers to collaboratively design, teach, reflect on, and refine a class lesson. Drawing from semi-structured interviews, classroom observations, documentation, expert field notes, and focus groups, the proposed activity consists of four key components: 1) principle, 2) activity objective, 3) learning activity, and 4) learning evaluation. The learning activity encompasses four steps: educating, innovating, implementing, and reflecting. Each step comprises several sub-activities, with the innovating and implementing steps being iterative. The activity demonstrates a content validity of 0.95 and a suitability rating of 4.88. Furthermore, the participating teachers in this study exhibit increased self-confidence in constructing classroom activities and gained additional pathways for designing effective learning activities. The paper suggests that this approach can effectively foster the acquisition of new knowledge, the development of innovative practices, and the application of effective instructional strategies in the classroom.
{"title":"An Activity for Building Teaching Potential Designed on Community of Practice Cooperated with Lesson Study","authors":"Kanyarat Cojorn, Kanyarat Sonsupap","doi":"10.5430/jct.v12n4p62","DOIUrl":"https://doi.org/10.5430/jct.v12n4p62","url":null,"abstract":"This paper proposes the development of an activity based on the community of practice (CoP) approach in collaboration with lesson study to enhance teaching potential. The CoP approach is utilized to elicit teachers' experiences and facilitate the sharing of teaching guidelines, while the lesson study method enables small groups of teachers to collaboratively design, teach, reflect on, and refine a class lesson. Drawing from semi-structured interviews, classroom observations, documentation, expert field notes, and focus groups, the proposed activity consists of four key components: 1) principle, 2) activity objective, 3) learning activity, and 4) learning evaluation. The learning activity encompasses four steps: educating, innovating, implementing, and reflecting. Each step comprises several sub-activities, with the innovating and implementing steps being iterative. The activity demonstrates a content validity of 0.95 and a suitability rating of 4.88. Furthermore, the participating teachers in this study exhibit increased self-confidence in constructing classroom activities and gained additional pathways for designing effective learning activities. The paper suggests that this approach can effectively foster the acquisition of new knowledge, the development of innovative practices, and the application of effective instructional strategies in the classroom.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134400349","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}
Andrii Kurashkevych, O. Reznik, R. Sych, A. Plekhanov, Anatolii Horbatiuk
The ability to think analytically is helpful for the military, as it allows you to find optimal solutions to difficult situations in extreme conditions. The aim of this article was to study the effect of STEM technologies used during practical sessions of future officers on the development of their analytical thinking. The method of numerical series and self-assessment by cadets was used to determine the level of analytical thinking. Semi-structured interviews were conducted. The case method, virtual and augmented reality, project method, simulation and business games were used during STEM training. It was found by using the numerical series method that the level of future officers' analytical thinking increased from satisfactory to the medium within one academic year using STEM technologies during practical sessions. Students of the experimental group also note the growth of interest in learning, improvement of professional training, and the possibility of individual development. They rated their level of analytical thinking at the beginning of the experiment at 3 points on average and after the experiment — at 4 points on a five-point scale. The difficulties of STEM education were also found: the complex stage of mastering new methods, lack of technical support, and lack of skills for discussing the situation in groups. The results of the work can be used in the planning and selection of effective forms, methods and approaches to the organisation of practical training for future officers. Teachers can use STEM technologies effectively in future officers' practical training, including developing analytical thinking.
{"title":"Developing Future Officers’ Analytical Thinking During Their Practical Sessions Based on Stem Technologies","authors":"Andrii Kurashkevych, O. Reznik, R. Sych, A. Plekhanov, Anatolii Horbatiuk","doi":"10.5430/jct.v12n4p94","DOIUrl":"https://doi.org/10.5430/jct.v12n4p94","url":null,"abstract":"The ability to think analytically is helpful for the military, as it allows you to find optimal solutions to difficult situations in extreme conditions. The aim of this article was to study the effect of STEM technologies used during practical sessions of future officers on the development of their analytical thinking. The method of numerical series and self-assessment by cadets was used to determine the level of analytical thinking. Semi-structured interviews were conducted. The case method, virtual and augmented reality, project method, simulation and business games were used during STEM training. It was found by using the numerical series method that the level of future officers' analytical thinking increased from satisfactory to the medium within one academic year using STEM technologies during practical sessions. Students of the experimental group also note the growth of interest in learning, improvement of professional training, and the possibility of individual development. They rated their level of analytical thinking at the beginning of the experiment at 3 points on average and after the experiment — at 4 points on a five-point scale. The difficulties of STEM education were also found: the complex stage of mastering new methods, lack of technical support, and lack of skills for discussing the situation in groups. The results of the work can be used in the planning and selection of effective forms, methods and approaches to the organisation of practical training for future officers. Teachers can use STEM technologies effectively in future officers' practical training, including developing analytical thinking.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129739170","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 explored the pedagogic practices on modalities in facilitating instruction and assessing learning employed for the PDLs, IPs, and Non-Literate Adults as group of learners in the ALS and consequently propose a theory along these dimensions. Data were obtained from 18 purposively chosen programs-implementers through semi-structured, observations of class activities, and field notes. These were analyzed through Charmaz’ framework on grounded theory data analyses. Results of the findings showed that educational goods and services are delivered through flexible modalities specifically face-to-face aided with modern technologies and home visitation aided with traditional technologies. Assessment in learning, on the other hand, is realized in multi-modal fashion specifically trough performance-based, module-based, and portfolio assessment formats. These findings point towards a theoretical conception that the delivery of educational good and services is unique and dependent on the circumstance, condition, and situation of the target learners and assessing the learners’ learning is actualized in a multi-modal fashion in response and recognition of the learners’ diversity, diverse learning needs and teaching and learning environment. With these theoretical conceptions, the Granular Learning Theory is proposed. The basic tenet of the theory is that instructional delivery and assessment in learning are case-dependent.
{"title":"A Proposed Theory for the Pedagogic Practices in Alternative Learning System (ALS)","authors":"Rufo A. Labarrete, Mariano D. Gillo","doi":"10.5430/jct.v12n4p40","DOIUrl":"https://doi.org/10.5430/jct.v12n4p40","url":null,"abstract":"This study explored the pedagogic practices on modalities in facilitating instruction and assessing learning employed for the PDLs, IPs, and Non-Literate Adults as group of learners in the ALS and consequently propose a theory along these dimensions. Data were obtained from 18 purposively chosen programs-implementers through semi-structured, observations of class activities, and field notes. These were analyzed through Charmaz’ framework on grounded theory data analyses. Results of the findings showed that educational goods and services are delivered through flexible modalities specifically face-to-face aided with modern technologies and home visitation aided with traditional technologies. Assessment in learning, on the other hand, is realized in multi-modal fashion specifically trough performance-based, module-based, and portfolio assessment formats. These findings point towards a theoretical conception that the delivery of educational good and services is unique and dependent on the circumstance, condition, and situation of the target learners and assessing the learners’ learning is actualized in a multi-modal fashion in response and recognition of the learners’ diversity, diverse learning needs and teaching and learning environment. With these theoretical conceptions, the Granular Learning Theory is proposed. The basic tenet of the theory is that instructional delivery and assessment in learning are case-dependent.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123580732","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 conceptual paper presents a model for engaging students and promoting motivation through dialogic classroom practices. The author argues that fostering dialogic teaching and learning in the classroom can positively impact student motivation and learning outcomes. The proposed model highlights the importance of creating a classroom environment where students feel comfortable sharing their ideas and engaging in meaningful discussions. This conceptual article is lensed within transformative paradigm, presenting dialogic pedagogy as a concept analysed using conceptual analysis. Dialogic pedagogy was presented, and the key assumptions, such as promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and instructors acting as facilitators of learning, were discussed vis-à-vis its correctional tendencies with student motivation and learning outcomes. The paper also highlights the potential benefits of dialogic classroom practices for diverse and borderless student populations. The conclusion is that promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and acting as facilitators of learning are dimensions to enhance student motivation towards learning outcomes. The paper offers a valuable contribution to the literature by providing a comprehensive framework for educators to effectively engage and motivate their students through dialogic practices.
{"title":"Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model","authors":"B. Omodan","doi":"10.5430/jct.v12n4p31","DOIUrl":"https://doi.org/10.5430/jct.v12n4p31","url":null,"abstract":"This conceptual paper presents a model for engaging students and promoting motivation through dialogic classroom practices. The author argues that fostering dialogic teaching and learning in the classroom can positively impact student motivation and learning outcomes. The proposed model highlights the importance of creating a classroom environment where students feel comfortable sharing their ideas and engaging in meaningful discussions. This conceptual article is lensed within transformative paradigm, presenting dialogic pedagogy as a concept analysed using conceptual analysis. Dialogic pedagogy was presented, and the key assumptions, such as promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and instructors acting as facilitators of learning, were discussed vis-à-vis its correctional tendencies with student motivation and learning outcomes. The paper also highlights the potential benefits of dialogic classroom practices for diverse and borderless student populations. The conclusion is that promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and acting as facilitators of learning are dimensions to enhance student motivation towards learning outcomes. The paper offers a valuable contribution to the literature by providing a comprehensive framework for educators to effectively engage and motivate their students through dialogic practices.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129668867","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}
Lucía Ubilla Rosales, Andrea Cocio Seguel, O. Lasekan
Reflective practice is an essential component of teacher training programs. Moreover, the experience of reflection in pedagogy students led to a deeper understanding of their teaching practices and increased confidence in their teaching skills. This article aimed to determine pre-service English teachers' attitudes towards reflective practice, focusing on their cognitive, affective, and behavioral components. The population of the study was 88 pre-service English pedagogy students, and the study used a quantitative methodology. A validated questionnaire was used to gather the data and treat it statistically. The results show that all participants had a favorable attitude toward the reflective practice, though there are significant differences among each group of participants. It is concluded that attitude towards reflection increases as students gain sufficient experience and knowledge conducting pedagogical reflection practices. The findings suggest the need for a framework to improve attitude components in the English pre-service program and to focus on reflective practice in the early stages of teaching practice to motivate and induce pedagogical reflection from the beginning of the program. This study might be beneficial for tertiary education to foster a positive reflective attitude towards reflection.
{"title":"Attitudes towards Pedagogical Reflection among a Group of Pre-Service English Teachers","authors":"Lucía Ubilla Rosales, Andrea Cocio Seguel, O. Lasekan","doi":"10.5430/jct.v12n4p20","DOIUrl":"https://doi.org/10.5430/jct.v12n4p20","url":null,"abstract":"Reflective practice is an essential component of teacher training programs. Moreover, the experience of reflection in pedagogy students led to a deeper understanding of their teaching practices and increased confidence in their teaching skills. This article aimed to determine pre-service English teachers' attitudes towards reflective practice, focusing on their cognitive, affective, and behavioral components. The population of the study was 88 pre-service English pedagogy students, and the study used a quantitative methodology. A validated questionnaire was used to gather the data and treat it statistically. The results show that all participants had a favorable attitude toward the reflective practice, though there are significant differences among each group of participants. It is concluded that attitude towards reflection increases as students gain sufficient experience and knowledge conducting pedagogical reflection practices. The findings suggest the need for a framework to improve attitude components in the English pre-service program and to focus on reflective practice in the early stages of teaching practice to motivate and induce pedagogical reflection from the beginning of the program. This study might be beneficial for tertiary education to foster a positive reflective attitude towards reflection.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122174536","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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