Pub Date : 2012-12-01DOI: 10.18848/1447-9494/CGP/V18I11/47809
Anie B Attan
{"title":"Project Work to Motivate Learning","authors":"Anie B Attan","doi":"10.18848/1447-9494/CGP/V18I11/47809","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I11/47809","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114346664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.18848/1447-9494/CGP/V18I10/47764
J. Buchanan
{"title":"Improving the quality of teaching and learning: A teacher-as-learner-centred approach","authors":"J. Buchanan","doi":"10.18848/1447-9494/CGP/V18I10/47764","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I10/47764","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123827639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-11-01DOI: 10.18848/1447-9494/CGP/V18I10/47768
Wai Lun Anthony Leung
{"title":"Integrated Curriculum: Elaboration Learning for Students","authors":"Wai Lun Anthony Leung","doi":"10.18848/1447-9494/CGP/V18I10/47768","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I10/47768","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128206597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-27DOI: 10.18848/1447-9494/CGP/V18I07/47663
G. K. Sidhu, R. Suleiman, Sarjit Kaur
{"title":"Unpacking tertiary students' communication apprehension in malaysia: Pedagogical implications for future employment","authors":"G. K. Sidhu, R. Suleiman, Sarjit Kaur","doi":"10.18848/1447-9494/CGP/V18I07/47663","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I07/47663","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"282 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125736589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-27DOI: 10.18848/1447-9494/CGP/V18I03/47511
Kenneth Kungu, Krisanna Machtmes, L. Prieto, Khata Jabor
Given the importance attached to lifelong learning, questions about the readiness of adults to engage in lifelong learning have continued to rise. This paper reports on a study aimed at assessing the lifelong learning readiness of adult volunteers to a 4-H Youth development program. Based on a literature review, readiness for lifelong learning was conceptualized as incorporating a readiness to respond to triggers for learning, self-directed learning readiness, and a readiness to overcome deterrents to participation in learning. A three-part survey was developed based on that conceptualization and administered online to the adult volunteers. Their overall readiness, differences in their overall readiness based on selected demographics, and a regression model results are reported. The results indicated that the volunteers had a "high readiness" for lifelong learning. There were significant differences in the overall readiness mean score based on marital status, yearly net income and preferred format for learning. No significant differences in the readiness mean score were observed based on gender, ethnicity, and highest level of education completed, presence of children at home, employment status, and occupational category, and whether or not their current employment required continuous certification. Four demographic variables were found to explain a significant portion of the variance in the overall readiness for lifelong learning score. Preference for "web-based/online training" and "divorced" marital status increased the overall readiness for lifelong learning score, while earning "more than $100,000" in yearly net income and being "single never married" reduced the overall readiness for lifelong learning score.
{"title":"Assessing readiness for lifelong learning: volunteers to A 4-H youth development program","authors":"Kenneth Kungu, Krisanna Machtmes, L. Prieto, Khata Jabor","doi":"10.18848/1447-9494/CGP/V18I03/47511","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I03/47511","url":null,"abstract":"Given the importance attached to lifelong learning, questions about the readiness of adults to engage in lifelong learning have continued to rise. This paper reports on a study aimed at assessing the lifelong learning readiness of adult volunteers to a 4-H Youth development program. Based on a literature review, readiness for lifelong learning was conceptualized as incorporating a readiness to respond to triggers for learning, self-directed learning readiness, and a readiness to overcome deterrents to participation in learning. A three-part survey was developed based on that conceptualization and administered online to the adult volunteers. Their overall readiness, differences in their overall readiness based on selected demographics, and a regression model results are reported. The results indicated that the volunteers had a \"high readiness\" for lifelong learning. There were significant differences in the overall readiness mean score based on marital status, yearly net income and preferred format for learning. No significant differences in the readiness mean score were observed based on gender, ethnicity, and highest level of education completed, presence of children at home, employment status, and occupational category, and whether or not their current employment required continuous certification. Four demographic variables were found to explain a significant portion of the variance in the overall readiness for lifelong learning score. Preference for \"web-based/online training\" and \"divorced\" marital status increased the overall readiness for lifelong learning score, while earning \"more than $100,000\" in yearly net income and being \"single never married\" reduced the overall readiness for lifelong learning score.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133046062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.18848/1447-9494/CGP/V18I10/47773
A. Alharbi, G. Kinchin
This paper draws upon recently completed doctoral research that examined the development of a continued professional development (CPD) program for newly qualified teachers in Saudi Arabia. The purpose of this paper is to share some findings concerning the benefits and pitfalls from the use of ‘open discussion’ as one delivery strategy within this program. Five newly qualified teachers, who participated in four CPD sessions, had an opportunity to openly discuss various issues in each session related to their teaching and wider professional work. By adopting a qualitative approach, data were collected by means of observation of the CPD sessions, semi-structured interviews with the teachers, and a teacher reflective diary. Teachers’ responses were largely positive, but at the same time, they raised a few concerns related to the use of time and the importance of remaining on task. Whilst there is much to be learned from the adoption of an open discussion strategy acting as a forum to surface newly qualified teacher’s perspectives, closer attention to needs to be paid to session planning, the use of time, and careful session facilitation.
{"title":"The benefits and pitfalls of the use of the open discussion as a delivery strategy in one CPD program for newly qualified teachers in Saudi Arabia","authors":"A. Alharbi, G. Kinchin","doi":"10.18848/1447-9494/CGP/V18I10/47773","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I10/47773","url":null,"abstract":"This paper draws upon recently completed doctoral research that examined the development of a continued professional development (CPD) program for newly qualified teachers in Saudi Arabia. The purpose of this paper is to share some findings concerning the benefits and pitfalls from the use of ‘open discussion’ as one delivery strategy within this program. Five newly qualified teachers, who participated in four CPD sessions, had an opportunity to openly discuss various issues in each session related to their teaching and wider professional work. By adopting a qualitative approach, data were collected by means of observation of the CPD sessions, semi-structured interviews with the teachers, and a teacher reflective diary. Teachers’ responses were largely positive, but at the same time, they raised a few concerns related to the use of time and the importance of remaining on task. Whilst there is much to be learned from the adoption of an open discussion strategy acting as a forum to surface newly qualified teacher’s perspectives, closer attention to needs to be paid to session planning, the use of time, and careful session facilitation.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126730951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.18848/1447-9494/CGP/V18I01/47428
F. Majid, Najmiyyah Wan Md Adnan
{"title":"Personal blogs and reflective writing: A case study","authors":"F. Majid, Najmiyyah Wan Md Adnan","doi":"10.18848/1447-9494/CGP/V18I01/47428","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I01/47428","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125467137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-06-01DOI: 10.18848/1447-9494/CGP/V18I01/47445
H. Shang, Yau Tsai
{"title":"Using short stories to teach college-level EFL students","authors":"H. Shang, Yau Tsai","doi":"10.18848/1447-9494/CGP/V18I01/47445","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V18I01/47445","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113960721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-12-01DOI: 10.18848/1447-9494/CGP/V16I12/46790
Salah Abdulrasool, R. Mishra
The purpose of this study was to understand the effects of teachers’ attitudes, effectiveness of various teaching methods employed as well as teachers’ perceptions of the teaching experience on effectiveness of teaching-learning processes in computer-aided design/computer-aided manufacturing and computer numerical control (CAD/CAM/CNC) module used in vocational education department in Bahrain. Previous studies suggested that a part of the problem in CAD/CAM/CNC subject area is the use of inappropriate teaching methods which affect students’ achievements negatively. It has been suggested that negative teaching practices for example, teaching without visual effects, lack of interaction in the class and lack of motivational tool may affect students’ achievement. A questionnaire has been developed to understand teacher’s experience of the teaching learning process. The questions have been designed under the five categories. These categories are organisation, presentation, class room management, assessment process and teachers’ perception of teaching methods used. These categories have been designed to help make the interpretation and explanation of the responses easier.
{"title":"Teachers' attitude towards integration of computer assisted instructions in teaching and learning process in CAD/CAM/CNC module","authors":"Salah Abdulrasool, R. Mishra","doi":"10.18848/1447-9494/CGP/V16I12/46790","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I12/46790","url":null,"abstract":"The purpose of this study was to understand the effects of teachers’ attitudes, effectiveness of various teaching methods employed as well as teachers’ perceptions of the teaching experience on effectiveness of teaching-learning processes in computer-aided design/computer-aided manufacturing and computer numerical control (CAD/CAM/CNC) module used in vocational education department in Bahrain. Previous studies suggested that a part of the problem in CAD/CAM/CNC subject area is the use of inappropriate teaching methods which affect students’ achievements negatively. It has been suggested that negative teaching practices for example, teaching without visual effects, lack of interaction in the class and lack of motivational tool may affect students’ achievement. A questionnaire has been developed to understand teacher’s experience of the teaching learning process. The questions have been designed under the five categories. These categories are organisation, presentation, class room management, assessment process and teachers’ perception of teaching methods used. These categories have been designed to help make the interpretation and explanation of the responses easier.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125576835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-12-01DOI: 10.18848/1447-9494/CGP/V17I08/47169
Wan Nurul Elia Haslee Sharil, F. Majid
{"title":"Reflecting to benefit: A study on trainee teachers' self-reflection","authors":"Wan Nurul Elia Haslee Sharil, F. Majid","doi":"10.18848/1447-9494/CGP/V17I08/47169","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I08/47169","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132362575","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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