The advent of new technologies and educational tools, while undoubtedly exciting, can often lead their being a mere source of entertainment unless their design, deployment and assessment are grounded in the principles of educational and language development. The task-based language teaching approach, along with its theoretical premises in task-based language learning, offers an excellent opportunity to leverage the potential of technological advancements to create an engaging and effective language-learning process. This approach not only produces high-quality results but also instills a sense of validity and importance that extends beyond the confines of the classroom. Task-based language teaching has garnered significant attention from academicians in language education and second language acquisition from the 1980s. Current literature on task-based language teaching highlights its theoretical concepts and real-world application in foreign and second language teaching, which is continually growing. The integration of learning technology into task-based language teaching has the potential to instill confidence and motivation in learners and open a path for them to use their second language skills effectively in real-world situations, which is crucial in the twenty-first century. This analysis aims to examine the relationship between technology and task-based language teaching. It explores how technology affects task-based language teaching and vice versa, while also addressing the difficulties that arise when using task-based language teaching in technology-based contexts. Furthermore, this review illustrates a range of crucial aspects that require attention to further the development of technology-enhanced task-based language teaching.
{"title":"Insights into the Dynamic Relationship between Technology and Task-Based Language Teaching: A Critical Review","authors":"Bhuvaneshwari Palanisamy, V. Rajasekaran","doi":"10.26803/ijlter.23.2.19","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.19","url":null,"abstract":"The advent of new technologies and educational tools, while undoubtedly exciting, can often lead their being a mere source of entertainment unless their design, deployment and assessment are grounded in the principles of educational and language development. The task-based language teaching approach, along with its theoretical premises in task-based language learning, offers an excellent opportunity to leverage the potential of technological advancements to create an engaging and effective language-learning process. This approach not only produces high-quality results but also instills a sense of validity and importance that extends beyond the confines of the classroom. Task-based language teaching has garnered significant attention from academicians in language education and second language acquisition from the 1980s. Current literature on task-based language teaching highlights its theoretical concepts and real-world application in foreign and second language teaching, which is continually growing. The integration of learning technology into task-based language teaching has the potential to instill confidence and motivation in learners and open a path for them to use their second language skills effectively in real-world situations, which is crucial in the twenty-first century. This analysis aims to examine the relationship between technology and task-based language teaching. It explores how technology affects task-based language teaching and vice versa, while also addressing the difficulties that arise when using task-based language teaching in technology-based contexts. Furthermore, this review illustrates a range of crucial aspects that require attention to further the development of technology-enhanced task-based language teaching.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"49 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421900","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}
Mustopa Mustopa, Nasikhin Nasikhin, Rikza Chamami, Hamidatun Nihayah, Muhammad Romadlon Habibullah, Ahmad Manshur
This research explores the challenges of developing artificial intelligence (AI) at universities in China, India, and Indonesia for teacher education students. A qualitative research method was employed, with data collected through in-depth focus group discussions with 12 doctoral students from the 3 countries in equal proportions. The sample selection was based on the diversity of the participants’ relevant backgrounds, experiences, and understandings. The data collected were analyzed using a thematic approach involving the identification, mapping, and interpretation of themes. The research findings indicate variations in the main challenges in developing AI to improve the quality of teacher education in each country. In Indonesia, infrastructure and Internet access are the main constraints limiting the application of AI technology. Meanwhile, in India, the main concern relates to the lack of human resources skilled in the field of AI, prompting the need for relevant skills development among educators. Conversely, in China, the problem concerns striking a balance between utilizing advanced AI technologies, safeguarding privacy, and developing the capacity to accommodate rapid advances in technology-based education. The findings of this study provide valuable strategic insights, enabling the design of appropriate strategies in each country. The implications of the findings can assist the relevant parties in overcoming specific barriers in the context of each country, supporting innovative developments in technology-based teacher education.
{"title":"Challenges in Artificial Intelligence Development in Higher Education in China, India, and Indonesia: International Students’ Perspectives","authors":"Mustopa Mustopa, Nasikhin Nasikhin, Rikza Chamami, Hamidatun Nihayah, Muhammad Romadlon Habibullah, Ahmad Manshur","doi":"10.26803/ijlter.23.2.17","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.17","url":null,"abstract":"This research explores the challenges of developing artificial intelligence (AI) at universities in China, India, and Indonesia for teacher education students. A qualitative research method was employed, with data collected through in-depth focus group discussions with 12 doctoral students from the 3 countries in equal proportions. The sample selection was based on the diversity of the participants’ relevant backgrounds, experiences, and understandings. The data collected were analyzed using a thematic approach involving the identification, mapping, and interpretation of themes. The research findings indicate variations in the main challenges in developing AI to improve the quality of teacher education in each country. In Indonesia, infrastructure and Internet access are the main constraints limiting the application of AI technology. Meanwhile, in India, the main concern relates to the lack of human resources skilled in the field of AI, prompting the need for relevant skills development among educators. Conversely, in China, the problem concerns striking a balance between utilizing advanced AI technologies, safeguarding privacy, and developing the capacity to accommodate rapid advances in technology-based education. The findings of this study provide valuable strategic insights, enabling the design of appropriate strategies in each country. The implications of the findings can assist the relevant parties in overcoming specific barriers in the context of each country, supporting innovative developments in technology-based teacher education.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"67 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422813","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}
Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.
英语交流一直被认为是学生学习英语时最具挑战性的技能之一。近年来的许多研究也强调了英语交流能力的重要性。随着当今科技的进步，孩子们可以通过各种工具学习交流技能。因此，确定学生用来培养英语交流能力的学习方法至关重要。本研究进行了系统的文献回顾，以调查马来西亚学生在学习英语作为第二语言（ESL）时普遍采用的语言学习方法。本研究利用了四个数据库来获取所分析的出版物：Scopus、Science Direct、Web of Science (WoS) 和 Google Scholar。符合资格标准的文章发表于 2020-2023 年间。系统综述和元分析首选报告项目（PRISMA）是本综述采用的方法。数据显示，元认知和认知过程是最常用的提高口语能力的方法，其次是补偿和社交方法。而记忆和情感方法则是学生使用最少的方法。这项新研究可能有助于教师为未来的现代课堂选择最佳教学方法。在今后的研究中，可以广泛研究学习策略对不同学习能力的适用性。
{"title":"Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review","authors":"Norazah Khamis, Melor Md Yunus, A. Z. Mansor","doi":"10.26803/ijlter.23.2.22","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.22","url":null,"abstract":"Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"134 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.
{"title":"The Effectiveness of Team Teaching in Improving Reading Skill among Thai EFL Undergraduates and Their Attitudes toward this Strategy","authors":"Bunyarat Duklim, Kamrul Hasan","doi":"10.26803/ijlter.23.2.12","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.12","url":null,"abstract":"In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"20 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418370","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}
Nur Aida Muhammad, Khadijah Abdul Razak, Hafizhah Zulkifli
Teachers are vital members of the community who devote their lives to developing skilled and productive individuals. Nonetheless, there are still arguments over teachers who do not use proper teaching techniques. It is also asserted that adverse school settings make it more difficult for them to carry out their jobs in an efficient manner. This study's objective was to assess the work commitment, school climate and productive pedagogical teaching practices of Islamic Education teachers (IETs). It also examined how work commitment and school climate relate to and affect IETs' instructional strategies. The study was quantitative in nature and employed a survey research design. A stratified random sampling procedure was used to select 454 IETs employed in Malaysian national secondary schools as the study sample. The study data was analysed using descriptive statistics along with inferential tools like Pearson correlation and multiple regression. The study's conclusions demonstrate that there is a high degree of work commitment, school climate, and IET teaching practices. Pearson's correlation test indicated that IET teaching practices positively influence both school climate and work commitment. The study's results also indicate that the teaching practices of IET are influenced by seven predictive elements. These results are important for the Malaysian Ministry of Education, in emphasising the necessity of in-service training to enhance commitment and proficiency among IETs and to create the supportive learning environment that is crucial to ensure that IETs can effectively fulfil their duties. Some suggestions for further research are also presented in this study.
{"title":"Work Commitment and School Climate on Productive Pedagogical Teaching Practices","authors":"Nur Aida Muhammad, Khadijah Abdul Razak, Hafizhah Zulkifli","doi":"10.26803/ijlter.23.2.16","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.16","url":null,"abstract":"Teachers are vital members of the community who devote their lives to developing skilled and productive individuals. Nonetheless, there are still arguments over teachers who do not use proper teaching techniques. It is also asserted that adverse school settings make it more difficult for them to carry out their jobs in an efficient manner. This study's objective was to assess the work commitment, school climate and productive pedagogical teaching practices of Islamic Education teachers (IETs). It also examined how work commitment and school climate relate to and affect IETs' instructional strategies. The study was quantitative in nature and employed a survey research design. A stratified random sampling procedure was used to select 454 IETs employed in Malaysian national secondary schools as the study sample. The study data was analysed using descriptive statistics along with inferential tools like Pearson correlation and multiple regression. The study's conclusions demonstrate that there is a high degree of work commitment, school climate, and IET teaching practices. Pearson's correlation test indicated that IET teaching practices positively influence both school climate and work commitment. The study's results also indicate that the teaching practices of IET are influenced by seven predictive elements. These results are important for the Malaysian Ministry of Education, in emphasising the necessity of in-service training to enhance commitment and proficiency among IETs and to create the supportive learning environment that is crucial to ensure that IETs can effectively fulfil their duties. Some suggestions for further research are also presented in this study.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420171","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}
Yaotong Wei, Nur Ainil Sulaiman, Hanita Hanim Ismail
In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.
{"title":"Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students","authors":"Yaotong Wei, Nur Ainil Sulaiman, Hanita Hanim Ismail","doi":"10.26803/ijlter.23.2.13","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.13","url":null,"abstract":"In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"276 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420942","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}
Sumaiya Al- Kindi, P. Dwivedi, Maryam Ali Suliman Al Subhi, Sharifa Nasser Al Harrasi, Jasim Mohammed Sulaiman Al Balushi
COVID-19 restrictions badly impacted research activities in universities across the globe. This paper aims to reflect on resilient and sustainable research and publication activities related to undergraduate and postgraduate students and funded projects at the National University of Science & Technology, Oman. This study employed structured interviews with 32 staff members of the 3 constituent colleges of the university under study who supervised undergraduate and postgraduate student projects, and 7 staff members who supervised funded projects during COVID-19. Responses were recorded using pre coded interview forms for better and faster analysis. Borton’s reflection model was used for reflective analysis. It was found that, in response to the restrictions implemented, most of the students’ projects were quick in response and changed from experimental studies to online case studies and that objectives were modified. No student project was delayed due to these modifications. Supervisors found online supervision useful and appreciated the university’s support in terms of library access and remote access to lab software. Furthermore, regarding the funded projects, they were completed with success without needing to change the objectives. The findings of this study may be useful in designing suitable staff training, communication strategies, and internal processes for research grant approvals, and for use in preparation of sustainable practices in university research activities.
{"title":"Reflection Analysis of Resilient and Sustainable Research and Publication Activities at the National University of Science & Technology, Oman during COVID-19","authors":"Sumaiya Al- Kindi, P. Dwivedi, Maryam Ali Suliman Al Subhi, Sharifa Nasser Al Harrasi, Jasim Mohammed Sulaiman Al Balushi","doi":"10.26803/ijlter.23.2.1","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.1","url":null,"abstract":"COVID-19 restrictions badly impacted research activities in universities across the globe. This paper aims to reflect on resilient and sustainable research and publication activities related to undergraduate and postgraduate students and funded projects at the National University of Science & Technology, Oman. This study employed structured interviews with 32 staff members of the 3 constituent colleges of the university under study who supervised undergraduate and postgraduate student projects, and 7 staff members who supervised funded projects during COVID-19. Responses were recorded using pre coded interview forms for better and faster analysis. Borton’s reflection model was used for reflective analysis. It was found that, in response to the restrictions implemented, most of the students’ projects were quick in response and changed from experimental studies to online case studies and that objectives were modified. No student project was delayed due to these modifications. Supervisors found online supervision useful and appreciated the university’s support in terms of library access and remote access to lab software. Furthermore, regarding the funded projects, they were completed with success without needing to change the objectives. The findings of this study may be useful in designing suitable staff training, communication strategies, and internal processes for research grant approvals, and for use in preparation of sustainable practices in university research activities.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"151 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417813","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}
Iis Aisyah, Ayu Prameswati Kusuma Astuti, Heri Ridwan, Sri Wulan Lindasari, D. Handayani
Caring is an essential factor of a nurse's character. Therefore, it is necessary for nursing educational institutions to integrate caring values into their curriculum. This study investigated the process of formulating a structured approach to instil caring values as a foundational component of nursing education. To achieve the research objectives, action research was employed as research design by delineating three research stages. First, pre-action analysis was undertaken to map out the caring character problem; second, action implementation was carried out to implement actions to achieve what is desired, and third, action evaluation was done to assess all actions taken to achieve the desired goal. The study involved 30 nursing students from a prominent university in West Java Province, Indonesia. Data collection was carried out using survey techniques, observations and semi-structured interviews, while the data were analysed using two approaches, namely quantitative and qualitative. The findings resulted in a comprehensive framework consisting of seven stages for nurturing the caring character, encapsulated in the acronym "PELOPOR" (Promoting, Elaborating, Learning, Organizing, Project Learning, Observing, Reflecting). This study concludes that these seven stages have a significant impact on enhancing the caring character of aspiring nursing professionals. In addition, this study adds valuable insights to the creation of effective learning approaches for prospective nurses by focusing on the cultivation of a caring character. It suggests further investigations to extend the seven identified steps in this study towards crafting learning models applicable to various health professions.
{"title":"Strengthening Caring Character Education for Prospective Nurses: An Action Research in Nursing Education","authors":"Iis Aisyah, Ayu Prameswati Kusuma Astuti, Heri Ridwan, Sri Wulan Lindasari, D. Handayani","doi":"10.26803/ijlter.23.2.24","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.24","url":null,"abstract":"Caring is an essential factor of a nurse's character. Therefore, it is necessary for nursing educational institutions to integrate caring values into their curriculum. This study investigated the process of formulating a structured approach to instil caring values as a foundational component of nursing education. To achieve the research objectives, action research was employed as research design by delineating three research stages. First, pre-action analysis was undertaken to map out the caring character problem; second, action implementation was carried out to implement actions to achieve what is desired, and third, action evaluation was done to assess all actions taken to achieve the desired goal. The study involved 30 nursing students from a prominent university in West Java Province, Indonesia. Data collection was carried out using survey techniques, observations and semi-structured interviews, while the data were analysed using two approaches, namely quantitative and qualitative. The findings resulted in a comprehensive framework consisting of seven stages for nurturing the caring character, encapsulated in the acronym \"PELOPOR\" (Promoting, Elaborating, Learning, Organizing, Project Learning, Observing, Reflecting). This study concludes that these seven stages have a significant impact on enhancing the caring character of aspiring nursing professionals. In addition, this study adds valuable insights to the creation of effective learning approaches for prospective nurses by focusing on the cultivation of a caring character. It suggests further investigations to extend the seven identified steps in this study towards crafting learning models applicable to various health professions.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420478","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}
Omar Chamorro-Atalaya, Carlos Hernán Flores-Velásquez, Richard Flores-Cáceres, J. Arévalo-Tuesta, Milton Zevallos-Castañeda, Gregorio Tomás-Quispe, Carmen Cristina Aranda-Dextre, Yreneo Cruz-Telada, Juan Caller-Luna, Ronald Alarcón-Anco
At the convergence of artificial intelligence with pedagogy, digital twin technology is emerging as a tool that offers advanced simulations and interactive learning environments. This is because digital twins make it possible to replicate virtually any piece of equipment or test items in a laboratory. Based on the above, the objective of this article is to explore thematic gaps regarding the use of digital twin technology in the teaching-learning process. For this reason, a bibliometric review study is developed taking as data publications indexed in Scopus, during the years 2018 to 2023. Through the search equation, 92 publications were extracted. The study was developed under a quantitative approach at an exploratory-descriptive level. The results demonstrated that there is a growing and sustained scientific production on the topic under study, showing that, during and after the COVID-19 pandemic, there was greater production compared to other years. Furthermore, although it was identified that this technology is applicable to different specialties of higher education, it was determined that, to a greater extent, the topics discussed are engineering education assisted by digital twins, virtual reality and digital twins for engineering training and simulation-based training through digital twins. However, it is concluded that there is an unaddressed gap regarding the rules and regulations that should govern the use of digital twins in higher education as well as what the teacher's competencies should be so as to guarantee the appropriate use of digital twins as part of their teaching methodology, since the impact on student learning depends on this.
{"title":"Use of Digital Twin Technology in the Teaching-Learning Process, in the field of University Education: A Bibliometric Review","authors":"Omar Chamorro-Atalaya, Carlos Hernán Flores-Velásquez, Richard Flores-Cáceres, J. Arévalo-Tuesta, Milton Zevallos-Castañeda, Gregorio Tomás-Quispe, Carmen Cristina Aranda-Dextre, Yreneo Cruz-Telada, Juan Caller-Luna, Ronald Alarcón-Anco","doi":"10.26803/ijlter.23.2.15","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.15","url":null,"abstract":"At the convergence of artificial intelligence with pedagogy, digital twin technology is emerging as a tool that offers advanced simulations and interactive learning environments. This is because digital twins make it possible to replicate virtually any piece of equipment or test items in a laboratory. Based on the above, the objective of this article is to explore thematic gaps regarding the use of digital twin technology in the teaching-learning process. For this reason, a bibliometric review study is developed taking as data publications indexed in Scopus, during the years 2018 to 2023. Through the search equation, 92 publications were extracted. The study was developed under a quantitative approach at an exploratory-descriptive level. The results demonstrated that there is a growing and sustained scientific production on the topic under study, showing that, during and after the COVID-19 pandemic, there was greater production compared to other years. Furthermore, although it was identified that this technology is applicable to different specialties of higher education, it was determined that, to a greater extent, the topics discussed are engineering education assisted by digital twins, virtual reality and digital twins for engineering training and simulation-based training through digital twins. However, it is concluded that there is an unaddressed gap regarding the rules and regulations that should govern the use of digital twins in higher education as well as what the teacher's competencies should be so as to guarantee the appropriate use of digital twins as part of their teaching methodology, since the impact on student learning depends on this.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"88 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421097","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}
Potchong M. Jackaria, Bonjovi Hassan Hajan, Al-Rashiff H. Mastul
The use of generative artificial intelligence (AI) in education has engendered mixed reactions due to its ability to generate human-like responses to questions. For education to benefit from this modern technology, there is a need to determine how such capability can be used to improve teaching and learning. Hence, using a comparative−descriptive research design, this study aimed to perform a comparative analysis between Chat Generative Pre-Trained Transformer (ChatGPT) version 3.5 and human raters in scoring students’ essays. Twenty essays were used of college students in a professional education course at the Mindanao State University – Tawi-Tawi College of Technology and Oceanography, a public university in southern Philippines. The essays were rated independently by three human raters using a scoring rubric from Carrol and West (1989) as adapted by Tuyen et al. (2019). For the AI ratings, the essays were encoded and inputted into ChatGPT 3.5 using prompts and the rubric. The responses were then screenshotted and recorded along with the human ratings for statistical analysis. Using the intraclass correlation coefficient (ICC), results show that among the human raters, the consistency was good, indicating the reliability of the rubric, while a moderate consistency was found in the ChatGPT 3.5 ratings. Comparison of the human and ChatGPT 3.5 ratings show poor consistency, implying the that the ratings of human raters and ChatGPT 3.5 were not linearly related. The finding implies that teachers should be cautious when using ChatGPT in rating students’ written works, suggesting further that using ChatGPT 3.5, in its current version, still needs human assistance to ensure the accuracy of its generated information. Rating of other types of student works using ChatGPT 3.5 or other generative AI tools may be investigated in future research.
{"title":"A Comparative Analysis of the Rating of College Students’ Essays by ChatGPT versus Human Raters","authors":"Potchong M. Jackaria, Bonjovi Hassan Hajan, Al-Rashiff H. Mastul","doi":"10.26803/ijlter.23.2.23","DOIUrl":"https://doi.org/10.26803/ijlter.23.2.23","url":null,"abstract":"The use of generative artificial intelligence (AI) in education has engendered mixed reactions due to its ability to generate human-like responses to questions. For education to benefit from this modern technology, there is a need to determine how such capability can be used to improve teaching and learning. Hence, using a comparative−descriptive research design, this study aimed to perform a comparative analysis between Chat Generative Pre-Trained Transformer (ChatGPT) version 3.5 and human raters in scoring students’ essays. Twenty essays were used of college students in a professional education course at the Mindanao State University – Tawi-Tawi College of Technology and Oceanography, a public university in southern Philippines. The essays were rated independently by three human raters using a scoring rubric from Carrol and West (1989) as adapted by Tuyen et al. (2019). For the AI ratings, the essays were encoded and inputted into ChatGPT 3.5 using prompts and the rubric. The responses were then screenshotted and recorded along with the human ratings for statistical analysis. Using the intraclass correlation coefficient (ICC), results show that among the human raters, the consistency was good, indicating the reliability of the rubric, while a moderate consistency was found in the ChatGPT 3.5 ratings. Comparison of the human and ChatGPT 3.5 ratings show poor consistency, implying the that the ratings of human raters and ChatGPT 3.5 were not linearly related. The finding implies that teachers should be cautious when using ChatGPT in rating students’ written works, suggesting further that using ChatGPT 3.5, in its current version, still needs human assistance to ensure the accuracy of its generated information. Rating of other types of student works using ChatGPT 3.5 or other generative AI tools may be investigated in future research.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"73 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421244","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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