This paper explains the design and implementation of a novel didactic strategy based on learning styles for teaching automatic control theory in engineering. Traditional research on engineering education has worked to develop teaching methodologies, educational resources, and assessment tasks without considering the learning styles of the students. However, it is important to consider the learning styles of students to increase the number of useful tools that aid students in understanding abstract ideas and difficult concepts. To demonstrate that it is possible to design excellent courses of automatic control by using class activities concerning the learning styles of students. The proposal includes knowing the learning styles of students that enable professors to design appropriate didactic strategies based on the student needs. The proposed didactic strategy is appropriate and enhances the understanding of difficult concepts related to automatic control.
{"title":"Design and implementation of a novel didactic strategy using learning styles for teaching control theory","authors":"Cinthia Viviana Rojas Palacio, Eliana Isabel Arango Zuluaga, Héctor Antonio Botero Castro","doi":"10.3926/jotse.2564","DOIUrl":"https://doi.org/10.3926/jotse.2564","url":null,"abstract":"This paper explains the design and implementation of a novel didactic strategy based on learning styles for teaching automatic control theory in engineering. Traditional research on engineering education has worked to develop teaching methodologies, educational resources, and assessment tasks without considering the learning styles of the students. However, it is important to consider the learning styles of students to increase the number of useful tools that aid students in understanding abstract ideas and difficult concepts. To demonstrate that it is possible to design excellent courses of automatic control by using class activities concerning the learning styles of students. The proposal includes knowing the learning styles of students that enable professors to design appropriate didactic strategies based on the student needs. The proposed didactic strategy is appropriate and enhances the understanding of difficult concepts related to automatic control.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"49 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher Education Institutions (HEIs) need a specialized computer audit method to minimize quality and security risks and facilitate institutional evaluation and accreditation. This study aimed to develop a Computer Audit Method for HEIs (MAIIES) providing methodological support for the computer audit process. The MAIIES method includes planning, execution, communication of results, validation, and follow-up of the audit exercise with 47 activities. The validation phase resulted in an evaluation instrument with 42 variables for quality and 18 for security, forming a multivariate model measuring quality and security dimensions. The model comprises factors such as human, technical, contextual, confidentiality, integrity, and availability. The MAIIES method provides a comprehensive audit framework, facilitating compliance with quality and security standards and identifying areas of improvement. It offers a strategic approach for minimizing quality and security risks in HEIs through a comprehensive computer audit process, enabling institutional evaluation and accreditation by ensuring compliance with quality and security standards and identifying areas of improvement.
{"title":"Quality and security as key factors in the development of computer audits in higher education institutions","authors":"Daisy Imbaquingo, Javier Díaz, José Jácome","doi":"10.3926/jotse.2275","DOIUrl":"https://doi.org/10.3926/jotse.2275","url":null,"abstract":"Higher Education Institutions (HEIs) need a specialized computer audit method to minimize quality and security risks and facilitate institutional evaluation and accreditation. This study aimed to develop a Computer Audit Method for HEIs (MAIIES) providing methodological support for the computer audit process. The MAIIES method includes planning, execution, communication of results, validation, and follow-up of the audit exercise with 47 activities. The validation phase resulted in an evaluation instrument with 42 variables for quality and 18 for security, forming a multivariate model measuring quality and security dimensions. The model comprises factors such as human, technical, contextual, confidentiality, integrity, and availability. The MAIIES method provides a comprehensive audit framework, facilitating compliance with quality and security standards and identifying areas of improvement. It offers a strategic approach for minimizing quality and security risks in HEIs through a comprehensive computer audit process, enabling institutional evaluation and accreditation by ensuring compliance with quality and security standards and identifying areas of improvement.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"20 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813880","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}
A systematic review of Threshold Concepts provides a thorough and structured analysis of the existing literature related to these essential and transforming concepts in education. Threshold Concepts represent ideas or knowledge that, once understood, allow the student to access deeper levels of understanding of a discipline. These concepts are crucial, since they act as “doors” that, once “crossed”, lead to a more integrated and coherent vision of a study area. In the review, various academic databases were consulted to identify relevant studies, applying rigorous inclusion and exclusion criteria. Through this process, key patterns, methodologies, and findings were detected, related to the teaching, understanding and application of these concepts. Despite the broad methodological diversity that exists in the field, as well as educational approaches and contexts, Threshold Concepts are not always addressed successfully at the curricular level or in the implementation of teaching methodologies. The limitations of this review have an impact on possible publishing bias and the diversity of research methods. However, the review stresses the need for greater integration of these concepts in education, as well as future research that explores efficient pedagogical strategies to teach them.
{"title":"Threshold concepts in the teaching of natural sciences: A systematic review","authors":"Jaime Solís Pinilla, Cristian Merino Rubilar","doi":"10.3926/jotse.2385","DOIUrl":"https://doi.org/10.3926/jotse.2385","url":null,"abstract":"A systematic review of Threshold Concepts provides a thorough and structured analysis of the existing literature related to these essential and transforming concepts in education. Threshold Concepts represent ideas or knowledge that, once understood, allow the student to access deeper levels of understanding of a discipline. These concepts are crucial, since they act as “doors” that, once “crossed”, lead to a more integrated and coherent vision of a study area. In the review, various academic databases were consulted to identify relevant studies, applying rigorous inclusion and exclusion criteria. Through this process, key patterns, methodologies, and findings were detected, related to the teaching, understanding and application of these concepts. Despite the broad methodological diversity that exists in the field, as well as educational approaches and contexts, Threshold Concepts are not always addressed successfully at the curricular level or in the implementation of teaching methodologies. The limitations of this review have an impact on possible publishing bias and the diversity of research methods. However, the review stresses the need for greater integration of these concepts in education, as well as future research that explores efficient pedagogical strategies to teach them.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"53 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research was to examine the impact of STEM activity based on Diy, Tinker and Maker frameworks on developing teacher interns' competency in science instructional design and implementations. These activities involve the integration of science, technology, engineering, and mathematics principles, fostering self-regulated learning, creativity, and innovation among students. The research encompassed the design of five STEM activity modules, including a UVC Box Experiment, Digital pH Meter, Air Sensor, Startup & Rare Earth Board Game, and Motion Sensor activity, which were shared with teacher interns via Google Classroom using tutorial videos, slides, and additional materials to enhance their skills. An examination of 26 lesson plans from 13 teacher interns was carried out through content analysis, within a learning model guided by High Impact Practices (HIPs) spanning six domains: well-structured lessons, project-based learning, reflection, learning progression framework, student-centered approach, and Technological Pedagogical Content Knowledge (TPACK). The results showed that the application of the DIY, Tinker, and Maker framework through STEM activities effectively improves teacher interns' competencies in science instructional design and implementation. Particularly noteworthy was the gradual enhancement observed from the initial to the subsequent implementation across all HIPs domains, especially in showcasing TPACK. Nonetheless, the research also identified variations in competency levels, prompting contemplation among students. The importance of developing activities that stimulate student reflection emerged as a key point to consider. This indicates that STEM activities based on the concepts of DIY, Tinker, and Maker should emphasize such reflective practices. The insights obtained from this study could advance the enhancement of teacher interns' skills and encourage further exploration of the topics discussed.
{"title":"The development of teacher interns' competencies of science instructional design and implementation using STEM activity based on DIY, Tinker and maker frameworks","authors":"S. Chamrat, Pongsathorn Suyamoon","doi":"10.3926/jotse.2225","DOIUrl":"https://doi.org/10.3926/jotse.2225","url":null,"abstract":"The objective of this research was to examine the impact of STEM activity based on Diy, Tinker and Maker frameworks on developing teacher interns' competency in science instructional design and implementations. These activities involve the integration of science, technology, engineering, and mathematics principles, fostering self-regulated learning, creativity, and innovation among students. The research encompassed the design of five STEM activity modules, including a UVC Box Experiment, Digital pH Meter, Air Sensor, Startup & Rare Earth Board Game, and Motion Sensor activity, which were shared with teacher interns via Google Classroom using tutorial videos, slides, and additional materials to enhance their skills. An examination of 26 lesson plans from 13 teacher interns was carried out through content analysis, within a learning model guided by High Impact Practices (HIPs) spanning six domains: well-structured lessons, project-based learning, reflection, learning progression framework, student-centered approach, and Technological Pedagogical Content Knowledge (TPACK). The results showed that the application of the DIY, Tinker, and Maker framework through STEM activities effectively improves teacher interns' competencies in science instructional design and implementation. Particularly noteworthy was the gradual enhancement observed from the initial to the subsequent implementation across all HIPs domains, especially in showcasing TPACK. Nonetheless, the research also identified variations in competency levels, prompting contemplation among students. The importance of developing activities that stimulate student reflection emerged as a key point to consider. This indicates that STEM activities based on the concepts of DIY, Tinker, and Maker should emphasize such reflective practices. The insights obtained from this study could advance the enhancement of teacher interns' skills and encourage further exploration of the topics discussed.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"140 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811152","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}
Fake news and artificial intelligence are phenomena addressed in academia and research within the fields of communication and audiovisual education. As a medium and language, cinema has mirrored these challenges, exemplified by the short film Deep Soria. The primary objective proposed in this study is to ascertain whether this short film, directed by Pedro Estepa in 2021, is perceived as a mockumentary and to explore students’ perceptions of the social issues it raises and the way it expresses them. An ad hoc questionnaire was employed specifically for the short film, enabling the assessment of 118 students from the Journalism and Primary Education Degree programmes at the University of Valladolid. The method used is exploratory and descriptive. Results were obtained by combining descriptive statistical analysis and content analysis of the open-ended questions in the questionnaire. Notably, the study highlights the detection of the documentary’s central themes- fake news and depopulation- the use of humour, the focus on depopulation, and suggestions for incorporating more elements of “everyday reality”, such as images and testimonies from the inhabitants of Soria and the city/province. At the same time, the short film has been reevaluated for its propensity to address social issues.
{"title":"Students perceptions of fake news created by artificial intelligence: The case of deep Soria","authors":"Ana Isabel Cea, Inmaculada Sánchez-Macías","doi":"10.3926/jotse.2735","DOIUrl":"https://doi.org/10.3926/jotse.2735","url":null,"abstract":"Fake news and artificial intelligence are phenomena addressed in academia and research within the fields of communication and audiovisual education. As a medium and language, cinema has mirrored these challenges, exemplified by the short film Deep Soria. The primary objective proposed in this study is to ascertain whether this short film, directed by Pedro Estepa in 2021, is perceived as a mockumentary and to explore students’ perceptions of the social issues it raises and the way it expresses them. An ad hoc questionnaire was employed specifically for the short film, enabling the assessment of 118 students from the Journalism and Primary Education Degree programmes at the University of Valladolid. The method used is exploratory and descriptive. Results were obtained by combining descriptive statistical analysis and content analysis of the open-ended questions in the questionnaire. Notably, the study highlights the detection of the documentary’s central themes- fake news and depopulation- the use of humour, the focus on depopulation, and suggestions for incorporating more elements of “everyday reality”, such as images and testimonies from the inhabitants of Soria and the city/province. At the same time, the short film has been reevaluated for its propensity to address social issues.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"136 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811180","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}
Ludovica Mastrobattista, María Muñoz Rico, José Antonio Cordón García
The main objective of this article is to highlight the importance of training in digital tools at the university level to foster the development of innovative and efficient data analysis from a scientific perspective. In an increasingly digitised world, the acquisition of digital skills has become a fundamental requirement for success in various disciplines, especially in conducting academic studies and research. The implementation of Computer-Aided Qualitative Data Analysis (CAQDAS) software, such as the ATLAS.ti platform, for text analysis not only enriches the educational experience but also prepares students to excel in an ever-evolving digital environment and raise the quality of their research. We present here a practical example of textual analysis in ATLAS.ti that can serve as a reference guide for similar studies based on content analysis of interviews. Various qualitative and quantitative data analysis options and techniques are explored that allow researchers to identify patterns, trends and relationships in the texts analysed, which contributes to a deeper understanding of the topics under study by transcending traditional methods of text analysis.
{"title":"Optimising textual analysis in higher education studies through computer assisted qualitative data analysis (CAQDAS) with ATLAS.ti","authors":"Ludovica Mastrobattista, María Muñoz Rico, José Antonio Cordón García","doi":"10.3926/jotse.2516","DOIUrl":"https://doi.org/10.3926/jotse.2516","url":null,"abstract":"The main objective of this article is to highlight the importance of training in digital tools at the university level to foster the development of innovative and efficient data analysis from a scientific perspective. In an increasingly digitised world, the acquisition of digital skills has become a fundamental requirement for success in various disciplines, especially in conducting academic studies and research. The implementation of Computer-Aided Qualitative Data Analysis (CAQDAS) software, such as the ATLAS.ti platform, for text analysis not only enriches the educational experience but also prepares students to excel in an ever-evolving digital environment and raise the quality of their research. We present here a practical example of textual analysis in ATLAS.ti that can serve as a reference guide for similar studies based on content analysis of interviews. Various qualitative and quantitative data analysis options and techniques are explored that allow researchers to identify patterns, trends and relationships in the texts analysed, which contributes to a deeper understanding of the topics under study by transcending traditional methods of text analysis.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"44 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260459","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 research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.
{"title":"Multidimensional determinants of academic performance: Insights from undergraduate students in Moroccan universities","authors":"Z. Alj, Anas Bouayad","doi":"10.3926/jotse.2404","DOIUrl":"https://doi.org/10.3926/jotse.2404","url":null,"abstract":"This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"86 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on - rightfully so - Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students’ responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students’ responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.
{"title":"Applicability of education 4.0 in higher education: Engineering students’ survey","authors":"Eva Beke, Andrea Tick","doi":"10.3926/jotse.1845","DOIUrl":"https://doi.org/10.3926/jotse.1845","url":null,"abstract":"The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on - rightfully so - Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students’ responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students’ responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"8 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438577","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 the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.
{"title":"Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand","authors":"Budi Waluyo, Benjamin Panmei","doi":"10.3926/jotse.2305","DOIUrl":"https://doi.org/10.3926/jotse.2305","url":null,"abstract":"Despite the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"36 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440184","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}
Esther Nieto Moreno de Diezmas, Beatriz García Fernández, J. Ruiz-Gallardo
The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers in modern languages and science education collaborated to design and implement the “CLIL-ization of EMI” intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention did not impact motivation towards learning English, but it did effect that for science contents in the short and long term. The student stance on the experimental instruction of science in English was highly positive.
{"title":"The impact on motivation of CLIL-izing EMI in science education. A longitudinal case study in pre-service teacher training","authors":"Esther Nieto Moreno de Diezmas, Beatriz García Fernández, J. Ruiz-Gallardo","doi":"10.3926/jotse.2247","DOIUrl":"https://doi.org/10.3926/jotse.2247","url":null,"abstract":"The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers in modern languages and science education collaborated to design and implement the “CLIL-ization of EMI” intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention did not impact motivation towards learning English, but it did effect that for science contents in the short and long term. The student stance on the experimental instruction of science in English was highly positive.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"30 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441212","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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