Pub Date : 2021-04-28DOI: 10.17265/2161-623X/2021.02.001
Auli Ojala
{"title":"The Principals’, Teachers’, and Pupils’ Perceptions of School and Entrepreneurship Education","authors":"Auli Ojala","doi":"10.17265/2161-623X/2021.02.001","DOIUrl":"https://doi.org/10.17265/2161-623X/2021.02.001","url":null,"abstract":"","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"14 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123539300","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 : 2021-01-28DOI: 10.17265/2161-623X/2021.01.003
Gu Peng, You-xing Cui
With respect to the students, society, and knowledge development, the null curriculum is defined as the curriculum which is need for students to learn and at the same time contribute to the overall and harmonious development of the society, but it has been overlooked in the process of curriculum development intentionally or unintentionally. Its main types including ideology class null curriculum, value orientation class null curriculum, and vulnerable groups’ class null curriculum. The formation of null curriculum is due to the ideological intervention, curriculum’s characteristics, and the limitation of the persons who developed the curriculum. The null curriculum provides beneficial reference and enlightenment for curriculum reform.
{"title":"The Research on the Connotation, Types, Reasons, and Enlightenment of Null Curriculum","authors":"Gu Peng, You-xing Cui","doi":"10.17265/2161-623X/2021.01.003","DOIUrl":"https://doi.org/10.17265/2161-623X/2021.01.003","url":null,"abstract":"With respect to the students, society, and knowledge development, the null curriculum is defined as the curriculum which is need for students to learn and at the same time contribute to the overall and harmonious development of the society, but it has been overlooked in the process of curriculum development intentionally or unintentionally. Its main types including ideology class null curriculum, value orientation class null curriculum, and vulnerable groups’ class null curriculum. The formation of null curriculum is due to the ideological intervention, curriculum’s characteristics, and the limitation of the persons who developed the curriculum. The null curriculum provides beneficial reference and enlightenment for curriculum reform.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133176422","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.005
Cao Jiayang, Xiao Jumei
∗ Acknowledgements: This paper is a general project of pedagogy of the National Social Science Foundation, namely, “the research on the central education administration in the early period of the Republic of China from the perspective of quantitative analysis” (Project Fund No. BOA180050), and the project “Research on the development, practice and historical influence of the party’s education theory from 1921 to 1949” (Project Fund No. JYBZFS2019112). The research project of education and teaching reform of Huzhou Normal University in 2019 “Research on Bilingual Teaching Reform of Chinese History, Culture and Education” (Project Fund No. JGJX1910), and the research project of Party building and ideological and political work of Huzhou Normal University in 2019, “Research on the inheritance and development of the idea of realizing the application of ideology in modern higher normal education”. Comenius clarified the requirements of teaching and learning and its effect on learning efficiency in the book The Great Didactic . Students’ learning efficiency is mainly affected by the following four factors: the appropriate timing; carefully preparing classroom teaching; choosing the appropriate teaching environment; and taking care of the special needs of students, which provides reference for today’s student learning and teacher teaching.
{"title":"Comenius’ Thought on Learning Efficiency","authors":"Cao Jiayang, Xiao Jumei","doi":"10.17265/2161-623X/2020.06.005","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.005","url":null,"abstract":"∗ Acknowledgements: This paper is a general project of pedagogy of the National Social Science Foundation, namely, “the research on the central education administration in the early period of the Republic of China from the perspective of quantitative analysis” (Project Fund No. BOA180050), and the project “Research on the development, practice and historical influence of the party’s education theory from 1921 to 1949” (Project Fund No. JYBZFS2019112). The research project of education and teaching reform of Huzhou Normal University in 2019 “Research on Bilingual Teaching Reform of Chinese History, Culture and Education” (Project Fund No. JGJX1910), and the research project of Party building and ideological and political work of Huzhou Normal University in 2019, “Research on the inheritance and development of the idea of realizing the application of ideology in modern higher normal education”. Comenius clarified the requirements of teaching and learning and its effect on learning efficiency in the book The Great Didactic . Students’ learning efficiency is mainly affected by the following four factors: the appropriate timing; carefully preparing classroom teaching; choosing the appropriate teaching environment; and taking care of the special needs of students, which provides reference for today’s student learning and teacher teaching.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126569846","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.001
T. Kuurme, E. Heinla
The goal of our study was to find out which school experiences are considered meaningful by 7th and 8th graders in basic schools, which have a reputation as being “happy schools.” The research method used was an open-ended questionnaire to students which focused on their learning experiences, and as background knowledge, observing lessons and interviews with student focus groups. A total of 139 students participated in the study, Grades 7 and 8; 73 boys and 66 girls; and aged 13-15 years. The findings of the learning experiences that students found meaningful and important were school subjects, self-appropriate skills, general knowledge, and skills necessary for life. Three sub-themes emerged in students’ learning experiences related to their personal development: social skills, self-related skills, and mental skills. The overwhelming majority of students found that their school is generally a good place to learn important things. Two thirds of students deemed their school a good place, while negative aspects were mentioned by one third of students. That the school is completely bad was expressed by 12 students. We conclude that, for students, significant learning experience is primarily related to learning a variety of subjects and general knowledge necessary for life. At the same time, the acquisition of self-appropriate skills is also considered important. In contrast with students’ general perception of heavy study loads, boredom, bullying, and other negative experiences, the students expressed a warm and positive attitude towards their school. of the skills of youngsters, addiction to smart devices, problems with acknowledging feelings, the risk of mental health problems. A pilot study by the of regarding school satisfaction of basic school students which was conducted 2017 found that the satisfaction rate of 8th graders was 3.2 on a 5-point scale (Valk, 2018). The same low rate was also given to “school happiness.” Kuurme compared the school experiences of 649 students both boys and girls from 10 schools and concluded that there is a substantial correlation between students’ satisfaction with school and relations with their peers.
{"title":"Significant Learning Experiences of Estonian Basic School Students at a School With the Reputation of a “Happy School”","authors":"T. Kuurme, E. Heinla","doi":"10.17265/2161-623X/2020.06.001","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.001","url":null,"abstract":"The goal of our study was to find out which school experiences are considered meaningful by 7th and 8th graders in basic schools, which have a reputation as being “happy schools.” The research method used was an open-ended questionnaire to students which focused on their learning experiences, and as background knowledge, observing lessons and interviews with student focus groups. A total of 139 students participated in the study, Grades 7 and 8; 73 boys and 66 girls; and aged 13-15 years. The findings of the learning experiences that students found meaningful and important were school subjects, self-appropriate skills, general knowledge, and skills necessary for life. Three sub-themes emerged in students’ learning experiences related to their personal development: social skills, self-related skills, and mental skills. The overwhelming majority of students found that their school is generally a good place to learn important things. Two thirds of students deemed their school a good place, while negative aspects were mentioned by one third of students. That the school is completely bad was expressed by 12 students. We conclude that, for students, significant learning experience is primarily related to learning a variety of subjects and general knowledge necessary for life. At the same time, the acquisition of self-appropriate skills is also considered important. In contrast with students’ general perception of heavy study loads, boredom, bullying, and other negative experiences, the students expressed a warm and positive attitude towards their school. of the skills of youngsters, addiction to smart devices, problems with acknowledging feelings, the risk of mental health problems. A pilot study by the of regarding school satisfaction of basic school students which was conducted 2017 found that the satisfaction rate of 8th graders was 3.2 on a 5-point scale (Valk, 2018). The same low rate was also given to “school happiness.” Kuurme compared the school experiences of 649 students both boys and girls from 10 schools and concluded that there is a substantial correlation between students’ satisfaction with school and relations with their peers.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117261602","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.006
Yang Quan
Chinese volunteer training for international teachers is a kind of pre-service training for international Chinese teachers. The training objective is to enable students to have better teaching skills, classroom management skills, Chinese culture communication skills, and cross-cultural communication skills of teaching On the basis of pedagogical content knowledge (PCK), this paper puts forward four elements of “pedagogical content knowing” (PCKg) in the field of Chinese international education in combination with the standards for teachers of Chinese as an international language, and conducts a three-year follow-up survey on these elements, and studies the construction and development process of the subject teaching cognitive system of international Chinese teachers with different educational backgrounds. It provides methodological and data support for better volunteer training.
{"title":"A Survey on the Pedagogical Content Knowledge System of Chinese Volunteers for Chinese Teachers","authors":"Yang Quan","doi":"10.17265/2161-623X/2020.06.006","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.006","url":null,"abstract":"Chinese volunteer training for international teachers is a kind of pre-service training for international Chinese teachers. The training objective is to enable students to have better teaching skills, classroom management skills, Chinese culture communication skills, and cross-cultural communication skills of teaching On the basis of pedagogical content knowledge (PCK), this paper puts forward four elements of “pedagogical content knowing” (PCKg) in the field of Chinese international education in combination with the standards for teachers of Chinese as an international language, and conducts a three-year follow-up survey on these elements, and studies the construction and development process of the subject teaching cognitive system of international Chinese teachers with different educational backgrounds. It provides methodological and data support for better volunteer training.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124384486","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.002
Tobias Schüttler, D. Hausamann
Innovative research projects are especially suited for supporting talents by bringing them into close contact with state-of-the-art research and development in the area of science, technology, engineering, and mathematics (STEM). A stimulating project with clearly defined objective groups of gifted school students can raise their limits of previous knowledge. By means of self-structured team action they are enabled to conduct targeted research and develop a defined innovative result—A product. This paper presents two practical examples of aerospace-related school student research projects, namely, the “TALNET Robotics-Dart Contest” with Charles University Prague and the Hector Seminar Project “Galileo Simulator,” including their basic conception, organizational conditions, and the essential aspects of planning and implementation. The supporting and stimulating role of teachers, university students and scientists is emphasized, especially by initiating a creative project idea and by structuring the project in an adequate way: Due to the great importance of creativity for all phases of such projects, the basic concepts of creativity and giftedness are addressed. Furthermore, it is demonstrated that project-based learning (PBL) provides a suitable concept for such complex research activities.
{"title":"Providing Creative Environments for Young STEM Talents’ Research Projects","authors":"Tobias Schüttler, D. Hausamann","doi":"10.17265/2161-623X/2020.06.002","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.002","url":null,"abstract":"Innovative research projects are especially suited for supporting talents by bringing them into close contact with state-of-the-art research and development in the area of science, technology, engineering, and mathematics (STEM). A stimulating project with clearly defined objective groups of gifted school students can raise their limits of previous knowledge. By means of self-structured team action they are enabled to conduct targeted research and develop a defined innovative result—A product. This paper presents two practical examples of aerospace-related school student research projects, namely, the “TALNET Robotics-Dart Contest” with Charles University Prague and the Hector Seminar Project “Galileo Simulator,” including their basic conception, organizational conditions, and the essential aspects of planning and implementation. The supporting and stimulating role of teachers, university students and scientists is emphasized, especially by initiating a creative project idea and by structuring the project in an adequate way: Due to the great importance of creativity for all phases of such projects, the basic concepts of creativity and giftedness are addressed. Furthermore, it is demonstrated that project-based learning (PBL) provides a suitable concept for such complex research activities.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130468347","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.003
Gu Chunhong
The development of project-based learning is conducive to stimulating students’ humanistic background, cultivating scientific spirit, guiding students to learn how to study and have a healthy life, forming students’ sense of responsibility, and promoting practical innovation. This paper is to carry out project-based learning of “light tracing system” guided by core literacy: The design principle of realizing the way is to adhere to the core quality as the direction of education, the basic knowledge as the necessary condition and the change of learning style; the implementation process includes three stages: preparation, implementation, and communication; the evaluation subjects are diversified, and the combination of process evaluation and performance evaluation is emphasized.
{"title":"Research on Project-Based Learning Strategy Guided by Core Literacy—Take the “Light Tracing System” Learning Project as an Example","authors":"Gu Chunhong","doi":"10.17265/2161-623X/2020.06.003","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.003","url":null,"abstract":"The development of project-based learning is conducive to stimulating students’ humanistic background, cultivating scientific spirit, guiding students to learn how to study and have a healthy life, forming students’ sense of responsibility, and promoting practical innovation. This paper is to carry out project-based learning of “light tracing system” guided by core literacy: The design principle of realizing the way is to adhere to the core quality as the direction of education, the basic knowledge as the necessary condition and the change of learning style; the implementation process includes three stages: preparation, implementation, and communication; the evaluation subjects are diversified, and the combination of process evaluation and performance evaluation is emphasized.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122800683","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 : 2020-06-28DOI: 10.17265/2161-623X/2020.06.007
Zhao-feng Li
In 2018, on the National Education Conference, general secretary Xi Jinping proposed the working requirement of “constructing the education system of all-around development of moral, intellectual, physical, aesthetics and labor education” and stressed on the importance of labor education. He stressed that we should carry out the labor spirit among students and guide students to advocate and respect labor by education. They should not know that labor is the most honorable, lofty, and beautiful. After they grow up, they can work hard, honestly, and innovatively (People’s Daily, September 11, 2018). In March 2020, the Central Committee of the Communist Party of China and the State Council issued Opinions on Comprehensively Strengthening the Labor Education in Universities, Middle Schools, and Primary Schools in the New Era (hereafter referred to as The Opinions). The Opinions pointed out that labor education should be incorporated into the national course plan of middle schools and primary schools and the talent cultivation plan of vocational colleges and general institutes of higher education and a perfect set of labor education system should be established in universities, middle schools, and primary schools. Ordinary higher educational institutions should define that labor education should mainly rely on courses and combine characteristics of discipline and specialty into the content of labor education. In July 2020, the Ministry of Education issued the Guidance Outline of Labor Education of Universities, Middle Schools, and Primary Schools (Trial) (hereafter referred to as The Outline). The Outline Nowadays, the society has entered the era of informatization. Artificial intelligence (AI), virtual reality (VR), big data, cloud computing, and other new technologies emerged one-by-one. The Party Central Committee attaches high attention to the Chinese education development in the new era and proposed the education policy of simultaneous focusing on five educations. Among them, labor education is very important. This paper gives some opinions on how to combine labor education and informatization in colleges and universities in China in the new era.
{"title":"Research on the Informatization of Labor Education in Colleges and Universities in the New Era","authors":"Zhao-feng Li","doi":"10.17265/2161-623X/2020.06.007","DOIUrl":"https://doi.org/10.17265/2161-623X/2020.06.007","url":null,"abstract":"In 2018, on the National Education Conference, general secretary Xi Jinping proposed the working requirement of “constructing the education system of all-around development of moral, intellectual, physical, aesthetics and labor education” and stressed on the importance of labor education. He stressed that we should carry out the labor spirit among students and guide students to advocate and respect labor by education. They should not know that labor is the most honorable, lofty, and beautiful. After they grow up, they can work hard, honestly, and innovatively (People’s Daily, September 11, 2018). In March 2020, the Central Committee of the Communist Party of China and the State Council issued Opinions on Comprehensively Strengthening the Labor Education in Universities, Middle Schools, and Primary Schools in the New Era (hereafter referred to as The Opinions). The Opinions pointed out that labor education should be incorporated into the national course plan of middle schools and primary schools and the talent cultivation plan of vocational colleges and general institutes of higher education and a perfect set of labor education system should be established in universities, middle schools, and primary schools. Ordinary higher educational institutions should define that labor education should mainly rely on courses and combine characteristics of discipline and specialty into the content of labor education. In July 2020, the Ministry of Education issued the Guidance Outline of Labor Education of Universities, Middle Schools, and Primary Schools (Trial) (hereafter referred to as The Outline). The Outline Nowadays, the society has entered the era of informatization. Artificial intelligence (AI), virtual reality (VR), big data, cloud computing, and other new technologies emerged one-by-one. The Party Central Committee attaches high attention to the Chinese education development in the new era and proposed the education policy of simultaneous focusing on five educations. Among them, labor education is very important. This paper gives some opinions on how to combine labor education and informatization in colleges and universities in China in the new era.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123070984","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 : 2020-05-28DOI: 10.17265/2161-623x/2020.05.002
Chen Chien-Chi, Wu Pei-Yu, Lai Ah-Fur
The purpose of the GM5 game is to train children to overcome the challenge of computational thinking and decision making. Through step-by-step analysis, thinking, and calculation, finding ways to not be defeated by opponents can be figured out in their minds deeply. When playing this game, there are 5 time-limited steps including selecting cards, analyzing combinations of cards’ risk vectors, assessment of opponents, planning allocations, and tricking opponents. The chain-reaction of logic analysis, mathematical operations, and intrigues involved in the game playing are quite complicated. Therefore, this game has a great potential to enhance the player’s thinking and decision-making abilities. Nevertheless, a systematic learning scheme and assistance tools are in demand for attaining deeper educational purposes. As a result, this research develops an AI program to assist students to rethink their own strategies reflexively and adopts a 5-E learning cycle for students to develop systemic game-playing abilities, experiences and mindsets.
{"title":"Enhancing the Elementary School’s Students’ Analytic Thinking and Decision-Making Abilities Through AI-Assisted Program in the GM5 Game Playing Activities","authors":"Chen Chien-Chi, Wu Pei-Yu, Lai Ah-Fur","doi":"10.17265/2161-623x/2020.05.002","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.05.002","url":null,"abstract":"The purpose of the GM5 game is to train children to overcome the challenge of computational thinking and decision making. Through step-by-step analysis, thinking, and calculation, finding ways to not be defeated by opponents can be figured out in their minds deeply. When playing this game, there are 5 time-limited steps including selecting cards, analyzing combinations of cards’ risk vectors, assessment of opponents, planning allocations, and tricking opponents. The chain-reaction of logic analysis, mathematical operations, and intrigues involved in the game playing are quite complicated. Therefore, this game has a great potential to enhance the player’s thinking and decision-making abilities. Nevertheless, a systematic learning scheme and assistance tools are in demand for attaining deeper educational purposes. As a result, this research develops an AI program to assist students to rethink their own strategies reflexively and adopts a 5-E learning cycle for students to develop systemic game-playing abilities, experiences and mindsets.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130946984","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 : 2020-05-28DOI: 10.17265/2161-623x/2020.05.001
C. Maphosa, Khetsiwe Mthethwa-Kunene, Talent T. Rugube
The current Covid-19 pandemic has forced institutions of learning to embark on remote learning. Online teaching and learning is different from face-to-face contact teaching in many ways. The learner is separated from the course instructor and learning is technologically-mediated. The issue of quality in online learning is an important and topical one. Open and distance learning (ODL) practitioners, scholars, and other stakeholders have debated the issue of quality in online learning. It is the purpose of this paper to contribute to the debate by suggesting ways of assuring quality in online learning. We explore quality assurance (QA) as a concept and apply the Commonwealth of Learning (COL)’s Regional Community of Practice (CoP) for QA in ODL in Southern Africa guidelines to quality assure online learning. We draw on the seven quality standards of the guidelines, namely, programme design, learner support systems, materials development, learner assessment, infrastructure and facilities, staffing, as well as open-distance education systems and structures. We discuss how the cited quality standards could be applied in quality assuring online learning.
{"title":"Quality Assuring Online-Learning Using the Commonwealth of Learning Regional Community of Practice for Quality Assurance Guidelines","authors":"C. Maphosa, Khetsiwe Mthethwa-Kunene, Talent T. Rugube","doi":"10.17265/2161-623x/2020.05.001","DOIUrl":"https://doi.org/10.17265/2161-623x/2020.05.001","url":null,"abstract":"The current Covid-19 pandemic has forced institutions of learning to embark on remote learning. Online teaching and learning is different from face-to-face contact teaching in many ways. The learner is separated from the course instructor and learning is technologically-mediated. The issue of quality in online learning is an important and topical one. Open and distance learning (ODL) practitioners, scholars, and other stakeholders have debated the issue of quality in online learning. It is the purpose of this paper to contribute to the debate by suggesting ways of assuring quality in online learning. We explore quality assurance (QA) as a concept and apply the Commonwealth of Learning (COL)’s Regional Community of Practice (CoP) for QA in ODL in Southern Africa guidelines to quality assure online learning. We draw on the seven quality standards of the guidelines, namely, programme design, learner support systems, materials development, learner assessment, infrastructure and facilities, staffing, as well as open-distance education systems and structures. We discuss how the cited quality standards could be applied in quality assuring online learning.","PeriodicalId":412507,"journal":{"name":"US-China Education Review A","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130297919","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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