Objective: This study aimed to explore the factors influencing Chinese English as a Foreign Language (EFL) learners’ interactive learning in an online learning context. The objectives were to identify these factors, understand their mechanisms, and develop a theoretical model that encompasses these elements. Methods: The research employed a grounded theory approach to analyze interactive data from the discussion forums of the Course of College English on China university Massive Open Online Courses platform. Data were collected from 3,279 learners during the Fall 2023 semester. The analysis proceeded through open coding, axial coding and selective coding to identify and categorize the influencing factors. Results: The study identified six main categories: learner characteristics, curriculum structure, teaching competence, expected outcomes, interactive behaviors, and online learning context. These categories were found to be dynamically interconnected, collectively shaping learners’ interactive behaviors and overall learning experiences. The core category, “EFL online interactive learning”, unified all these elements, highlighting the multifaceted nature of effective EFL online education. Conclusion: The findings underscore the importance of understanding the interplay between various factors in the EFL online learning environment. The developed theoretical model provides a comprehensive framework for enhancing EFL online education by addressing learner needs, improving curriculum design, and ensuring robust teaching and technological support. These insights offer valuable implications for educators and policymakers aiming to improve online EFL learning outcomes.
{"title":"Exploring the Influencing Factors of Chinese EFL Learners' Online Interactive Learning","authors":"Guihua Ma, Yongzhen Shi","doi":"10.53964/jmer.2024012","DOIUrl":"https://doi.org/10.53964/jmer.2024012","url":null,"abstract":"Objective: This study aimed to explore the factors influencing Chinese English as a Foreign Language (EFL) learners’ interactive learning in an online learning context. The objectives were to identify these factors, understand their mechanisms, and develop a theoretical model that encompasses these elements. Methods: The research employed a grounded theory approach to analyze interactive data from the discussion forums of the Course of College English on China university Massive Open Online Courses platform. Data were collected from 3,279 learners during the Fall 2023 semester. The analysis proceeded through open coding, axial coding and selective coding to identify and categorize the influencing factors. Results: The study identified six main categories: learner characteristics, curriculum structure, teaching competence, expected outcomes, interactive behaviors, and online learning context. These categories were found to be dynamically interconnected, collectively shaping learners’ interactive behaviors and overall learning experiences. The core category, “EFL online interactive learning”, unified all these elements, highlighting the multifaceted nature of effective EFL online education. Conclusion: The findings underscore the importance of understanding the interplay between various factors in the EFL online learning environment. The developed theoretical model provides a comprehensive framework for enhancing EFL online education by addressing learner needs, improving curriculum design, and ensuring robust teaching and technological support. These insights offer valuable implications for educators and policymakers aiming to improve online EFL learning outcomes.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"93 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812525","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 examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.
{"title":"Taiwanese Teachers’ Beliefs Toward EFL Learner Autonomy and Their Practices in High School","authors":"Kuan-wei Patrick Lin","doi":"10.53964/jmer.2024010","DOIUrl":"https://doi.org/10.53964/jmer.2024010","url":null,"abstract":"This study examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"60 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268593","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}
Li Li, Lu Liu, Anna Walker, Jing Wang, Inna Pomorina, Victoria Opara
Objective: This study investigates the agential causes influencing undergraduate business management students in their handling of change. The objectives are: (1) To investigate emotional reactions experienced by students since the launch of full virtual teaching as a result of the COVID-19 outbreak. (2) To investigate the students’ concerns in their lived experiences. (3) To identify commonalities and differences in students’ experiences during the implementation of full virtual teaching induced by COVID-19 in the socio-cultural contexts of China, the UK, and Ukraine. Methods: This research employed an embedded multiple-case design, following the logic of literal and theoretical replication. One-to-one interviews were conducted, involving a total of 61 business management students. All scripts were analyzed using framework analysis and summative content analysis. Results: The study found that all sampled students have experienced a wide range of emotions as emerged from their reflexive accounts of their lived experiences associated with full virtual teaching as a result of the COVID-19 pandemic. A discernible trajectory of emotional changes was observed. The students’ primary concerns evolved as situations progressed, with the desire to return to campus being pronounced at the beginning of the change and intensifying over time. Additionally, the study identified differences in emotional reactions and considerations of personal development between Chinese students and their counterparts from other socio-cultural backgrounds. Conclusion: Emotions, reflexivity, absence, and absenting are influential factors shaping student experiences.
{"title":"The Agential Causes of Business Management Students in the Implementation of the Full Virtual Teaching","authors":"Li Li, Lu Liu, Anna Walker, Jing Wang, Inna Pomorina, Victoria Opara","doi":"10.53964/jmer.2024001","DOIUrl":"https://doi.org/10.53964/jmer.2024001","url":null,"abstract":"Objective: This study investigates the agential causes influencing undergraduate business management students in their handling of change. The objectives are: (1) To investigate emotional reactions experienced by students since the launch of full virtual teaching as a result of the COVID-19 outbreak. (2) To investigate the students’ concerns in their lived experiences. (3) To identify commonalities and differences in students’ experiences during the implementation of full virtual teaching induced by COVID-19 in the socio-cultural contexts of China, the UK, and Ukraine. Methods: This research employed an embedded multiple-case design, following the logic of literal and theoretical replication. One-to-one interviews were conducted, involving a total of 61 business management students. All scripts were analyzed using framework analysis and summative content analysis. Results: The study found that all sampled students have experienced a wide range of emotions as emerged from their reflexive accounts of their lived experiences associated with full virtual teaching as a result of the COVID-19 pandemic. A discernible trajectory of emotional changes was observed. The students’ primary concerns evolved as situations progressed, with the desire to return to campus being pronounced at the beginning of the change and intensifying over time. Additionally, the study identified differences in emotional reactions and considerations of personal development between Chinese students and their counterparts from other socio-cultural backgrounds. Conclusion: Emotions, reflexivity, absence, and absenting are influential factors shaping student experiences.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793166","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}
Li Li, Lu Liu, Anna Walker, Jing Wang, Inna Pomorina, Victoria Opara
Objective: This study investigates the agential causes influencing undergraduate business management students in their handling of change. The objectives are: (1) To investigate emotional reactions experienced by students since the launch of full virtual teaching as a result of the COVID-19 outbreak. (2) To investigate the students’ concerns in their lived experiences. (3) To identify commonalities and differences in students’ experiences during the implementation of full virtual teaching induced by COVID-19 in the socio-cultural contexts of China, the UK, and Ukraine. Methods: This research employed an embedded multiple-case design, following the logic of literal and theoretical replication. One-to-one interviews were conducted, involving a total of 61 business management students. All scripts were analyzed using framework analysis and summative content analysis. Results: The study found that all sampled students have experienced a wide range of emotions as emerged from their reflexive accounts of their lived experiences associated with full virtual teaching as a result of the COVID-19 pandemic. A discernible trajectory of emotional changes was observed. The students’ primary concerns evolved as situations progressed, with the desire to return to campus being pronounced at the beginning of the change and intensifying over time. Additionally, the study identified differences in emotional reactions and considerations of personal development between Chinese students and their counterparts from other socio-cultural backgrounds. Conclusion: Emotions, reflexivity, absence, and absenting are influential factors shaping student experiences.
{"title":"The Agential Causes of Business Management Students in the Implementation of the Full Virtual Teaching","authors":"Li Li, Lu Liu, Anna Walker, Jing Wang, Inna Pomorina, Victoria Opara","doi":"10.53964/jmer.2024001","DOIUrl":"https://doi.org/10.53964/jmer.2024001","url":null,"abstract":"Objective: This study investigates the agential causes influencing undergraduate business management students in their handling of change. The objectives are: (1) To investigate emotional reactions experienced by students since the launch of full virtual teaching as a result of the COVID-19 outbreak. (2) To investigate the students’ concerns in their lived experiences. (3) To identify commonalities and differences in students’ experiences during the implementation of full virtual teaching induced by COVID-19 in the socio-cultural contexts of China, the UK, and Ukraine. Methods: This research employed an embedded multiple-case design, following the logic of literal and theoretical replication. One-to-one interviews were conducted, involving a total of 61 business management students. All scripts were analyzed using framework analysis and summative content analysis. Results: The study found that all sampled students have experienced a wide range of emotions as emerged from their reflexive accounts of their lived experiences associated with full virtual teaching as a result of the COVID-19 pandemic. A discernible trajectory of emotional changes was observed. The students’ primary concerns evolved as situations progressed, with the desire to return to campus being pronounced at the beginning of the change and intensifying over time. Additionally, the study identified differences in emotional reactions and considerations of personal development between Chinese students and their counterparts from other socio-cultural backgrounds. Conclusion: Emotions, reflexivity, absence, and absenting are influential factors shaping student experiences.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"66 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853040","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}
Background: Maintaining a proper diet is crucial, particularly for children undergoing the critical phases of growth and development. Objective: This study aims to investigate the association between eating habits and academic performance among students in Primary Education. Methods: The research adopts a descriptive-correlational approach with a cross-sectional design, utilizing a sample comprising 427 students (242 boys and 185 girls) in the sixth year of Primary Education. The instrument used is a self-developed ad hoc questionnaire, encompassing dietary habits, food choices at school and home throughout a typical week (including breakfast, lunch, snack, and dinner), and academic performance assessed by the student’s tutor. Results: Significant associations were observed between academic performance and the consumption of pasta, fruit, and meat (P=0.00), as well as pastries and fish (P<0.05). Students with a preference for these foods tend to exhibit higher academic performance. However, no significant correlations were identified for “vegetables”, and there were no discernible associations between food groups and academic performance based on gender or body mass index (BMI). Conclusion: Individuals displaying proper eating habits, such as consuming five daily meals, avoiding food wastage, and incorporating pasta, fruit, and meat into their diet, demonstrate commendable academic performance.
{"title":"Eating Habits and School Performance in Students of Primary Education","authors":"Joel Manuel Prieto Andreu","doi":"10.53964/jmer.2023014","DOIUrl":"https://doi.org/10.53964/jmer.2023014","url":null,"abstract":"Background: Maintaining a proper diet is crucial, particularly for children undergoing the critical phases of growth and development. Objective: This study aims to investigate the association between eating habits and academic performance among students in Primary Education. Methods: The research adopts a descriptive-correlational approach with a cross-sectional design, utilizing a sample comprising 427 students (242 boys and 185 girls) in the sixth year of Primary Education. The instrument used is a self-developed ad hoc questionnaire, encompassing dietary habits, food choices at school and home throughout a typical week (including breakfast, lunch, snack, and dinner), and academic performance assessed by the student’s tutor. Results: Significant associations were observed between academic performance and the consumption of pasta, fruit, and meat (P=0.00), as well as pastries and fish (P<0.05). Students with a preference for these foods tend to exhibit higher academic performance. However, no significant correlations were identified for “vegetables”, and there were no discernible associations between food groups and academic performance based on gender or body mass index (BMI). Conclusion: Individuals displaying proper eating habits, such as consuming five daily meals, avoiding food wastage, and incorporating pasta, fruit, and meat into their diet, demonstrate commendable academic performance.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"35 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157352","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}
Educators are still contending with the quick rise of ChatGPT as an artificial intelligence (AI) tool that could demolish education or change it for the better. Although it is worth the hype and worry, the big picture is embracing the fourth industrial revolution (Industry 4.0) and dealing with all its ups and downs. This short contribution aims to shed light on potential future challenges in areas where education is the glue to all these issues and what promising solutions we should entertain to address these challenges. It discusses the shape of education in the Industry 4.0 era, the evolving relationship between academia and industry, and the dynamic learning and teaching process.
{"title":"Evolving Higher Education: Challenges and Opportunities on the Horizon","authors":"Husam Arman","doi":"10.53964/jmer.2023013","DOIUrl":"https://doi.org/10.53964/jmer.2023013","url":null,"abstract":"Educators are still contending with the quick rise of ChatGPT as an artificial intelligence (AI) tool that could demolish education or change it for the better. Although it is worth the hype and worry, the big picture is embracing the fourth industrial revolution (Industry 4.0) and dealing with all its ups and downs. This short contribution aims to shed light on potential future challenges in areas where education is the glue to all these issues and what promising solutions we should entertain to address these challenges. It discusses the shape of education in the Industry 4.0 era, the evolving relationship between academia and industry, and the dynamic learning and teaching process.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"45 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245865","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}
Objective: This study explores how the ideas of meritocracy are reflected in the government officials’ financial investment in higher education in China, and how this relates to education equity. Methods: Given the important position of higher education in the occupational ladder and social structure, and the fact that higher education and diplomas have become one of the main criteria for promoting educational officials, this study uses meritocracy as the theoretical framework to conduct an analysis regarding the educational backgrounds of members of the leadership teams of the Ministry of Education, the Ministry of Finance, and various provincial government departments of education and finance in the People’s Republic of China. It adopts content analysis as a method, which can quantitatively analyze the proportion of official education composition and qualitatively reveal the potential meaning of the proportion. Results: Findings show that merits have been internalized into value pursuits in various fields of society, especially in the promotion of officials and the education ecosystem that this study focuses on, which impedes education equity in Chinese higher education. Conclusion: Nowadays, universities are no longer lofty ivory towers. Their pursuit of rankings, reputation, and performance has its urgency and rationality. However, excessive attention to achievements and efficiency will vacillate the traditional academic, cultural, and educational nature of universities, making their essence increasingly numerous and jumbled. The pursuit of merit should be directed towards a more noble destination to cultivate new generations with ontology and self-consciousness for the realization of educational utopia. The role of governments at all levels should not be as stakeholders, performance reviewers, or spectators from afar, but as supporters, contributors, and leaders in rebuilding a fair, pure, and united education ecosystem.
{"title":"Meritocracy, Financial Investment, and Education Equity in Higher Education in China","authors":"Jiali Xu, Jason Cong Lin","doi":"10.53964/jmer.2023012","DOIUrl":"https://doi.org/10.53964/jmer.2023012","url":null,"abstract":"Objective: This study explores how the ideas of meritocracy are reflected in the government officials’ financial investment in higher education in China, and how this relates to education equity. Methods: Given the important position of higher education in the occupational ladder and social structure, and the fact that higher education and diplomas have become one of the main criteria for promoting educational officials, this study uses meritocracy as the theoretical framework to conduct an analysis regarding the educational backgrounds of members of the leadership teams of the Ministry of Education, the Ministry of Finance, and various provincial government departments of education and finance in the People’s Republic of China. It adopts content analysis as a method, which can quantitatively analyze the proportion of official education composition and qualitatively reveal the potential meaning of the proportion. Results: Findings show that merits have been internalized into value pursuits in various fields of society, especially in the promotion of officials and the education ecosystem that this study focuses on, which impedes education equity in Chinese higher education. Conclusion: Nowadays, universities are no longer lofty ivory towers. Their pursuit of rankings, reputation, and performance has its urgency and rationality. However, excessive attention to achievements and efficiency will vacillate the traditional academic, cultural, and educational nature of universities, making their essence increasingly numerous and jumbled. The pursuit of merit should be directed towards a more noble destination to cultivate new generations with ontology and self-consciousness for the realization of educational utopia. The role of governments at all levels should not be as stakeholders, performance reviewers, or spectators from afar, but as supporters, contributors, and leaders in rebuilding a fair, pure, and united education ecosystem.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250386","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}
Objective: The study of teaching reform and innovation of ceramic product design and production course under the strategy of rural revitalisation was an important topic involving curriculum, teaching methods and means, which requires scientific formulation of programmes, optimisation of the curriculum, and strengthening of the teacher team construction in order to make the course more distinctive. In the context of rural revitalisation, it was of great practical significance to reform and innovate the ceramic product design and production course, and put forward specific proposals to serve the local economy and industrial development. Methods: Using the research method of research and classroom teaching evidence, we pointed out that the ceramic product design and production course was based on the pattern of local culture and economic development, and we used the corresponding strategies to optimise and set up the course. Results: After a series of optimisation and adjustment of the course, the course had achieved better results in social service function and diversification of talent training mode, broadened students' horizons and professional practice skills, and achieved remarkable results in various practice competitions, while also provided ideas for collaborative innovation of industry-university-research in the ceramic industry. Conclusion: Rural revitalisation encompasses industrial revitalisation, talent revitalisation, cultural revitalisation, organisational revitalisation and ecological revitalisation. It had not only brought great changes for the Chinese countryside, but also created opportunities for other industries and businesses during the implementation of this strategy. As the education for the country's education, through effective reforms and innovations to the rural revitalisation of the background, deepen the teaching content at the same time, but also for the rural revitalisation of the high-quality development of the opportunity to bring. The organic integration and interaction of the two would have a good effect on the socio-economic and cultural development.
{"title":"Design and Production of Ceramic Products in the Context of Rural Revitalisation Innovative Research on Curriculum and Teaching Reform","authors":"Xiaobing Hu, Ningning Zhai, Dan Xu","doi":"10.53964/jmer.2023011","DOIUrl":"https://doi.org/10.53964/jmer.2023011","url":null,"abstract":"Objective: The study of teaching reform and innovation of ceramic product design and production course under the strategy of rural revitalisation was an important topic involving curriculum, teaching methods and means, which requires scientific formulation of programmes, optimisation of the curriculum, and strengthening of the teacher team construction in order to make the course more distinctive. In the context of rural revitalisation, it was of great practical significance to reform and innovate the ceramic product design and production course, and put forward specific proposals to serve the local economy and industrial development. Methods: Using the research method of research and classroom teaching evidence, we pointed out that the ceramic product design and production course was based on the pattern of local culture and economic development, and we used the corresponding strategies to optimise and set up the course. Results: After a series of optimisation and adjustment of the course, the course had achieved better results in social service function and diversification of talent training mode, broadened students' horizons and professional practice skills, and achieved remarkable results in various practice competitions, while also provided ideas for collaborative innovation of industry-university-research in the ceramic industry. Conclusion: Rural revitalisation encompasses industrial revitalisation, talent revitalisation, cultural revitalisation, organisational revitalisation and ecological revitalisation. It had not only brought great changes for the Chinese countryside, but also created opportunities for other industries and businesses during the implementation of this strategy. As the education for the country's education, through effective reforms and innovations to the rural revitalisation of the background, deepen the teaching content at the same time, but also for the rural revitalisation of the high-quality development of the opportunity to bring. The organic integration and interaction of the two would have a good effect on the socio-economic and cultural development.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289988","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}
Udoka Rejoice Kodichukwumma, K. C. Nwosu, Ngozi N. Agu
Objective: In the technology-driven world nowadays, bullying has transcended the in-person to the cyberspace. Cyber-bullying can occur through email and text messages, chat rooms, social media, or instant messaging, and via unwelcome distribution of photos or videos, exclusion from online social networks, or theft of online identity. Cyber-bullying has caused a degeneration in the academic performance of numerous adolescents and the key variable that this study focused on is gender. Coping strategies have been developed to help adolescents withstand the trauma of cyber-bullying, and prominent ones include seeking support from parents and peers, confronting or ignoring the cyber bully. The purpose of the study is to determine the number of male and female students that experience cyber bullying in secondary schools in Anambra State, Nigeria. Methods: Data for the study was collected through a survey of a sample of 1,123 in-school adolescents in gender-mixed secondary schools in Anambra State, Nigeria. The research instrument was adapted from Corcoran’s (2013) instrument that dealt with incidence and coping strategies of cyber-bullying. The sampling technique used was proportionate stratified random sampling. Data was analyzed using standard deviation. Results: The findings indicate that cyber-bullying was prevalent among in-school adolescents in Anambra State secondary schools in Nigeria. The implication of this finding is that the availability and usage of social media has opened up avenues for people to indulge in a lot of negative activities that can be injurious to others. Conclusion: It is concluded that there is a prevalence of in-person cyberbullying among adolescents in Anambra State Secondary Schools. It is also verified that female adolescents in Anambra State experience cyber-bullying more than their male counterparts.
{"title":"Cyber-bullying among in-school Adolescents: Prevalence and Coping Strategies across Gender","authors":"Udoka Rejoice Kodichukwumma, K. C. Nwosu, Ngozi N. Agu","doi":"10.53964/jmer.2023008","DOIUrl":"https://doi.org/10.53964/jmer.2023008","url":null,"abstract":"Objective: In the technology-driven world nowadays, bullying has transcended the in-person to the cyberspace. Cyber-bullying can occur through email and text messages, chat rooms, social media, or instant messaging, and via unwelcome distribution of photos or videos, exclusion from online social networks, or theft of online identity. Cyber-bullying has caused a degeneration in the academic performance of numerous adolescents and the key variable that this study focused on is gender. Coping strategies have been developed to help adolescents withstand the trauma of cyber-bullying, and prominent ones include seeking support from parents and peers, confronting or ignoring the cyber bully. The purpose of the study is to determine the number of male and female students that experience cyber bullying in secondary schools in Anambra State, Nigeria. Methods: Data for the study was collected through a survey of a sample of 1,123 in-school adolescents in gender-mixed secondary schools in Anambra State, Nigeria. The research instrument was adapted from Corcoran’s (2013) instrument that dealt with incidence and coping strategies of cyber-bullying. The sampling technique used was proportionate stratified random sampling. Data was analyzed using standard deviation. Results: The findings indicate that cyber-bullying was prevalent among in-school adolescents in Anambra State secondary schools in Nigeria. The implication of this finding is that the availability and usage of social media has opened up avenues for people to indulge in a lot of negative activities that can be injurious to others. Conclusion: It is concluded that there is a prevalence of in-person cyberbullying among adolescents in Anambra State Secondary Schools. It is also verified that female adolescents in Anambra State experience cyber-bullying more than their male counterparts.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133475603","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}
Despite its increasing popularity and widely recognized effectiveness, the multimodal approach to interpreting teaching is not without challenges. Implementing multimodal interpreting teaching in the classroom could cause a considerable burden on the teacher and students, and the interpreting practice within the classroom would take much time from the already limited teaching hours. There is a need to create opportunities for students to practice interpreting outside the classroom. Despite the potential of virtual reality (VR), few studies have considered how VR can be applied to interpreting teaching. This paper explores how VR can be applied to foster students’ interpreting competence. The paper proposes two types of VR-based interpreting teaching (offline in the laboratory and online outside the classroom) to address the challenges of multimodal interpreting teaching. The teaching model in a foremost university is used as a point in case for illustrative purposes. The paper indicates that offline VR-based teaching in the virtual simulation laboratory can systematically train students with each of their interpreting sub-skills, while online VR platform can develop their interpreting skills through autonomous practice. The paper also discusses the constraints on VR-based interpreting teaching. Practical implications for the application of VR to interpreting teaching are included.
{"title":"Developing Interpreting Competence via VR-based Multimodal Teaching: Design and Implementation","authors":"Li Zhu, Xinhai Liao","doi":"10.53964/jmer.2023007","DOIUrl":"https://doi.org/10.53964/jmer.2023007","url":null,"abstract":"Despite its increasing popularity and widely recognized effectiveness, the multimodal approach to interpreting teaching is not without challenges. Implementing multimodal interpreting teaching in the classroom could cause a considerable burden on the teacher and students, and the interpreting practice within the classroom would take much time from the already limited teaching hours. There is a need to create opportunities for students to practice interpreting outside the classroom. Despite the potential of virtual reality (VR), few studies have considered how VR can be applied to interpreting teaching. This paper explores how VR can be applied to foster students’ interpreting competence. The paper proposes two types of VR-based interpreting teaching (offline in the laboratory and online outside the classroom) to address the challenges of multimodal interpreting teaching. The teaching model in a foremost university is used as a point in case for illustrative purposes. The paper indicates that offline VR-based teaching in the virtual simulation laboratory can systematically train students with each of their interpreting sub-skills, while online VR platform can develop their interpreting skills through autonomous practice. The paper also discusses the constraints on VR-based interpreting teaching. Practical implications for the application of VR to interpreting teaching are included.","PeriodicalId":211051,"journal":{"name":"Journal of Modern Educational Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130849387","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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