Provided the opportunity to create new, high-quality graduate programs from scratch, a framework was sought to help meet the intersecting needs of employers and employees, while cultivating a learning environment that honors the individuality of working professionals. Given Rensselaer Polytechnic Institute’s (RPI) nearly 200 years of engineering and research excellence, it was natural to leverage the engineering design process to develop a modern solution. Though there are many variations of the engineering design process, this paper presents it as a sequence of six steps: identify, explore, design, create, test, and improve. The first three steps (identify, explore, and design) are the focus of this work. From these emerged a series of strategic decisions in program logistics (face-to-face, online, hybrid, etc.), curriculum design, and learning interface informed by thorough consideration of employer and employee needs as well as the latest in learning science. Due to the abundance of variety in how graduate programs are designed, this paper provides a detailed description of the design process such that other institutions looking to develop quality, digitally delivered programs, may consider this work. Consequently, clear connections are made between the needs of employers and employees, learning science, and research design. In all, eight graduate certificates, 10 sets of learning goals and competencies (LG&Cs), 25 project-based courses, and more than 60 projects have successfully been designed, developed, and delivered using the described process as a framework for program development. Future papers will explore how these courses and projects were created, tested, and improved through course development and review and revision processes that incorporate regularly cadenced instructor and student feedback.
{"title":"Starting from Scratch: A Holistic Framework for Designing Digitally Delivered Graduate Programs for STEM Working Professionals","authors":"Michael D. Hughes, Susan Riello, Aric Krause","doi":"10.5430/ijhe.v12n6p63","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p63","url":null,"abstract":"Provided the opportunity to create new, high-quality graduate programs from scratch, a framework was sought to help meet the intersecting needs of employers and employees, while cultivating a learning environment that honors the individuality of working professionals. Given Rensselaer Polytechnic Institute’s (RPI) nearly 200 years of engineering and research excellence, it was natural to leverage the engineering design process to develop a modern solution. Though there are many variations of the engineering design process, this paper presents it as a sequence of six steps: identify, explore, design, create, test, and improve. The first three steps (identify, explore, and design) are the focus of this work. From these emerged a series of strategic decisions in program logistics (face-to-face, online, hybrid, etc.), curriculum design, and learning interface informed by thorough consideration of employer and employee needs as well as the latest in learning science. Due to the abundance of variety in how graduate programs are designed, this paper provides a detailed description of the design process such that other institutions looking to develop quality, digitally delivered programs, may consider this work. Consequently, clear connections are made between the needs of employers and employees, learning science, and research design. In all, eight graduate certificates, 10 sets of learning goals and competencies (LG&Cs), 25 project-based courses, and more than 60 projects have successfully been designed, developed, and delivered using the described process as a framework for program development. Future papers will explore how these courses and projects were created, tested, and improved through course development and review and revision processes that incorporate regularly cadenced instructor and student feedback.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868002","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}
International Journal of Higher Education, Vol. 12, No. 5, October 2023 (Special Issue)
《国际高等教育杂志》2023年10月第12卷第5期(特刊)
{"title":"International Journal of Higher Education, Vol. 12, No. 5, October 2023 (Special Issue)","authors":"Susan Sun","doi":"10.5430/ijhe.v12n5p282","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p282","url":null,"abstract":"International Journal of Higher Education, Vol. 12, No. 5, October 2023 (Special Issue)","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113244","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}
I am proud to introduce our 2023 Special Issue focusing on university and college Thai graduates. In an increasing complex global set of events, we are reminded of the importance and value the role of education has in securing our futures. It is important that our scholars of tomorrow maintain their trust and faith in how their contribution will encourage others to pursue their hopes and dreams. To that end, this issue provides numerous strategies, program suggestions, personal development, teacher and peer support systems, and guidelines to empower upcoming educators, supervisors and managers. We are proud to present this Special Issue with a focus on sharing the latest research findings that may assist in improving student retention rates and improving the overall tertiary student experience, through contributions from China and Thailand.
{"title":"Message from the Editor-in-Chief","authors":"Ingrid Harrington","doi":"10.5430/ijhe.v12n5p0","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p0","url":null,"abstract":"I am proud to introduce our 2023 Special Issue focusing on university and college Thai graduates. In an increasing complex global set of events, we are reminded of the importance and value the role of education has in securing our futures. It is important that our scholars of tomorrow maintain their trust and faith in how their contribution will encourage others to pursue their hopes and dreams. To that end, this issue provides numerous strategies, program suggestions, personal development, teacher and peer support systems, and guidelines to empower upcoming educators, supervisors and managers. We are proud to present this Special Issue with a focus on sharing the latest research findings that may assist in improving student retention rates and improving the overall tertiary student experience, through contributions from China and Thailand.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217121","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}
With advances in technology in recent years, information education has received widespread attention. The purpose of this study is to explore the research hotspots and research trends in information education from 2000 to 2022. Using CiteSpace as our research tool, we conducted a visual analysis based on social sciences citation index (SSCI) and science citation index (SCI) journal literature based on web of science (WOS) database data and explored the limitations of information education research development and future development trends by conducting thematic keyword colinear analysis and cluster analysis.
近年来，随着科技的进步，信息教育受到了广泛的关注。本研究旨在探讨2000 - 2022年信息教育的研究热点和研究趋势。以CiteSpace为研究工具，基于web of science (WOS)数据库数据，对社会科学引文索引(SSCI)和科学引文索引(SCI)期刊文献进行可视化分析，并通过主题关键词共线性分析和聚类分析，探索信息教育研究发展的局限性和未来发展趋势。
{"title":"Hot Topics and Trends in Information Education Research: A Visual Mapping of SSCI and SCI Journals","authors":"Si Xu, Pengfei Chen, Ge Zhang","doi":"10.5430/ijhe.v12n5p271","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p271","url":null,"abstract":"With advances in technology in recent years, information education has received widespread attention. The purpose of this study is to explore the research hotspots and research trends in information education from 2000 to 2022. Using CiteSpace as our research tool, we conducted a visual analysis based on social sciences citation index (SSCI) and science citation index (SCI) journal literature based on web of science (WOS) database data and explored the limitations of information education research development and future development trends by conducting thematic keyword colinear analysis and cluster analysis.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729525","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}
Teamwork is the key to advancing educational innovation to achieve a common goal. Adding a professional title as the background variable, We have proposed and tested the hypotheses in this study according to the fairness heuristic theory. An online survey was conducted to determine the willingness to share knowledge and teamwork behavior of teachers in Shandong universities based on convenience sampling. The collected data were analyzed using SPSS to undertake a descriptive analysis, difference analysis, correlation analysis, and hierarchical regression analysis. It was shown in the 860 completed questionnaires that different titles have a significantly different effect on teachers’ willingness to share knowledge and that their willingness to share knowledge has a significant and positive impact on their teamwork behavior.
{"title":"Impact of Teachers’ Willingness to Share Knowledge on Teamwork Behavior in Shandong Province, China","authors":"Zhenjia Ding, Pengfei Chen","doi":"10.5430/ijhe.v12n5p251","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p251","url":null,"abstract":"Teamwork is the key to advancing educational innovation to achieve a common goal. Adding a professional title as the background variable, We have proposed and tested the hypotheses in this study according to the fairness heuristic theory. An online survey was conducted to determine the willingness to share knowledge and teamwork behavior of teachers in Shandong universities based on convenience sampling. The collected data were analyzed using SPSS to undertake a descriptive analysis, difference analysis, correlation analysis, and hierarchical regression analysis. It was shown in the 860 completed questionnaires that different titles have a significantly different effect on teachers’ willingness to share knowledge and that their willingness to share knowledge has a significant and positive impact on their teamwork behavior.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135731226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to build a comprehensive and scientific Chinese high-vocational airliner professional ability evaluation index system to solve the challenges and needs of the current evaluation system. Based on existing research, this study is based on the understanding and application of the theory of occupational ability evaluation, combined with the DACUM method to conduct initial occupational analysis, use of the Delphi method to integrate the feedback of experts in the field of flight attendants and refer to the successful experience of the relevant flight attendants' vocational capabilities. This study built a framework for the evaluation index system. First, through the optimization and adjustment of the two-round Delphi method, the evaluation index system was clarified, the layer analysis method (AHP) was used for quantitative analysis, the weight of each indicator was finally determined, and a hierarchical structure model was constructed. This study has established a practical evaluation index system for China Airlines' vocational professional capability, covering output services, navigation services, reactions, and other necessary capabilities and qualities, including 4 First-level indicators, 12 second-level indicators, And 51 Third-level indicators. The evaluation indicators constructed by the Institute provide a scientific reference framework for training the professional competency of flight attendants. This study provides substantial guidance for the flight attendant specialty's training content and training scheme in Chinese higher vocational education. Efficiency, reduce training costs, and provide scientific reference for the talent training of the entire flight attendant industry.
{"title":"Construction of The Professional Competency Evaluation Index System for Flight Attendant Specialty in Chinese Higher Vocational Education","authors":"Li Ma, Hsuan-Po Wang","doi":"10.5430/ijhe.v12n5p260","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p260","url":null,"abstract":"This study aims to build a comprehensive and scientific Chinese high-vocational airliner professional ability evaluation index system to solve the challenges and needs of the current evaluation system. Based on existing research, this study is based on the understanding and application of the theory of occupational ability evaluation, combined with the DACUM method to conduct initial occupational analysis, use of the Delphi method to integrate the feedback of experts in the field of flight attendants and refer to the successful experience of the relevant flight attendants' vocational capabilities. This study built a framework for the evaluation index system. First, through the optimization and adjustment of the two-round Delphi method, the evaluation index system was clarified, the layer analysis method (AHP) was used for quantitative analysis, the weight of each indicator was finally determined, and a hierarchical structure model was constructed. This study has established a practical evaluation index system for China Airlines' vocational professional capability, covering output services, navigation services, reactions, and other necessary capabilities and qualities, including 4 First-level indicators, 12 second-level indicators, And 51 Third-level indicators. The evaluation indicators constructed by the Institute provide a scientific reference framework for training the professional competency of flight attendants. This study provides substantial guidance for the flight attendant specialty's training content and training scheme in Chinese higher vocational education. Efficiency, reduce training costs, and provide scientific reference for the talent training of the entire flight attendant industry.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135731763","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}
Jiefei Wang, Bung - on Sereerat, Penporn Thongkamsuk, Saifon Songsiengchai
This research aimed to 1) study the factors influencing the development of subjective well-being, 2) develop a mental health and life education curriculum based on Kolb’s experiential learning theory, 3) compare students' subjective well-being before and after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. The sample group was thirty undergraduate students from Guangxi Vocational Normal University in the first year of Artificial Intelligence Class 1 (Vocational Normal Teacher). The research instruments were 1) a questionnaire on factors influencing the development of subjective well-being, 2) an interview form on factors influencing the development of subjective well-being, 3) lesson plans, 4) a subjective well-being scale, 5) a teaching opinion interview form, and 6) an observational record of student behavior. The research results indicated that 1) three factors affect students' subjective well-being: life satisfaction, positive affect, and negative affect. 2) The mental health and life education curriculum consisted of six components: (1) concept, (2) contents and time, (3) objective, (4) learning processes according to Kolb's experiential learning theory, (5) learning resources and (6) evaluation, and 3) students’ subjective well-being improved after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. According to the results of the study, it is suggested that universities should implement management and teaching based on students' emotional and affective experiences and add the content of life education to universities' ideological and political theory education curriculum and students' professional curriculums. Students should put the knowledge and skills they have learned in life education into practice and maintain an optimistic attitude.
{"title":"The Mental Health and Life Education Curriculum Development Based on Kolb's Experiential Learning Theory","authors":"Jiefei Wang, Bung - on Sereerat, Penporn Thongkamsuk, Saifon Songsiengchai","doi":"10.5430/ijhe.v12n5p233","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p233","url":null,"abstract":"This research aimed to 1) study the factors influencing the development of subjective well-being, 2) develop a mental health and life education curriculum based on Kolb’s experiential learning theory, 3) compare students' subjective well-being before and after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. The sample group was thirty undergraduate students from Guangxi Vocational Normal University in the first year of Artificial Intelligence Class 1 (Vocational Normal Teacher). The research instruments were 1) a questionnaire on factors influencing the development of subjective well-being, 2) an interview form on factors influencing the development of subjective well-being, 3) lesson plans, 4) a subjective well-being scale, 5) a teaching opinion interview form, and 6) an observational record of student behavior. The research results indicated that 1) three factors affect students' subjective well-being: life satisfaction, positive affect, and negative affect. 2) The mental health and life education curriculum consisted of six components: (1) concept, (2) contents and time, (3) objective, (4) learning processes according to Kolb's experiential learning theory, (5) learning resources and (6) evaluation, and 3) students’ subjective well-being improved after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. According to the results of the study, it is suggested that universities should implement management and teaching based on students' emotional and affective experiences and add the content of life education to universities' ideological and political theory education curriculum and students' professional curriculums. Students should put the knowledge and skills they have learned in life education into practice and maintain an optimistic attitude.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254972","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 aim of this R&D research was to create an administrative model for developing a primary education office area toward a high-performance organization by assessing the current situation and desirable conditions of primary education service area offices and identifying the need for developing the management model. A management model was then created and developed; and finally, its implementation was evaluated, with recommendations for improvement. The model, a result of mixed-methods research, comprised eight components that could help primary education service area offices become high-performance organizations, with respective priorities as follows: 1) leadership, 2) strategic planning, 3) organization structure and work processes, 4) human resource management for high potential, 5) data and information technology management, 6) stakeholder orientation, 7) learning organization, and 8) productivity and outcome-based orientation. The current situation of office administration in primary education areas was at a high level, while the desirable condition overall was at the highest level. The developed model was assessed and affirmed by experts as feasible, appropriate, and useful at a high level. When considering the utility of the management model after the implementation, the overall level was also high, and satisfaction with the implementation was also very high. The model can be applied in other office areas depending on their unique conditions.
{"title":"Development of Administrative Model for High-Performance Organization of Primary Educational Service Area Office Chankrit Namchaidee, Chaiyuth Sirisuthi & Pha Agsonsua1","authors":"Chankrit Namchaidee, Chaiyuth Sirisuthi, Pha Agsonsua","doi":"10.5430/ijhe.v12n6p11","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p11","url":null,"abstract":"The aim of this R&D research was to create an administrative model for developing a primary education office area toward a high-performance organization by assessing the current situation and desirable conditions of primary education service area offices and identifying the need for developing the management model. A management model was then created and developed; and finally, its implementation was evaluated, with recommendations for improvement. The model, a result of mixed-methods research, comprised eight components that could help primary education service area offices become high-performance organizations, with respective priorities as follows: 1) leadership, 2) strategic planning, 3) organization structure and work processes, 4) human resource management for high potential, 5) data and information technology management, 6) stakeholder orientation, 7) learning organization, and 8) productivity and outcome-based orientation. The current situation of office administration in primary education areas was at a high level, while the desirable condition overall was at the highest level. The developed model was assessed and affirmed by experts as feasible, appropriate, and useful at a high level. When considering the utility of the management model after the implementation, the overall level was also high, and satisfaction with the implementation was also very high. The model can be applied in other office areas depending on their unique conditions.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135252656","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}
With the continuous development of the social environment and the continuous advancement of technology, digital learning has increasingly higher requirements to optimize self-regulated learning, and it has become a popular trend designed to cultivate the self-regulated learning of normal university students. This study examines how the teachers of Chinese normal students integrate their courses based on socially shared regulations of learning theory to supplement the existing coursework. Based on modern Chinese, in a flipped professional course for a normal university student in northwest China, this study provides the teaching objectives, teaching contents, teaching methods, learning methods, and teaching evaluation methods. Ultimately, this study explores how to improve students’ self-regulated learning and Chinese language proficiency through the cultivation of self-regulated learning strategies.
{"title":"Establishment of Flipped Chinese Course Based on Socially Shared Learning Regulations in Chinese Normal University Students","authors":"Hongling Zhao, Pengfei Chen","doi":"10.5430/ijhe.v12n5p218","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p218","url":null,"abstract":"With the continuous development of the social environment and the continuous advancement of technology, digital learning has increasingly higher requirements to optimize self-regulated learning, and it has become a popular trend designed to cultivate the self-regulated learning of normal university students. This study examines how the teachers of Chinese normal students integrate their courses based on socially shared regulations of learning theory to supplement the existing coursework. Based on modern Chinese, in a flipped professional course for a normal university student in northwest China, this study provides the teaching objectives, teaching contents, teaching methods, learning methods, and teaching evaluation methods. Ultimately, this study explores how to improve students’ self-regulated learning and Chinese language proficiency through the cultivation of self-regulated learning strategies.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943962","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 fact that teachers and students disagree about feedback methods and its efficacy continues to be a major issue in higher education, it is universally understood that effective feedback improves students' performance. This highlights the necessity for a thorough study and greater justification of any potential discrepancies in practices and behaviour. This study aims to investigate and explore both teachers' and students' acceptance of written corrective feedback and concerted effort towards observable improvement. This study also intends to evaluate related narratives, methods, and constraints that prevent or augment such effectiveness. Furthermore, the outcome of this research will focus on designing and implementing the written corrective feedback as an observable improvement strategy in General Foundation Program (GFP) English writing classrooms. To substantiate the research objectives, an experimental and a control group consisting of 10 teachers each and 100 GFP English students with 25 from level 3 will be subjected for experimental evaluation.
{"title":"Implementation of Remedial Feedback and Observable Progression System in GFP English Writing","authors":"Hilal Al Shandhoudi, A.S.M. Shamim Miah","doi":"10.5430/ijhe.v12n6p52","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p52","url":null,"abstract":"Despite the fact that teachers and students disagree about feedback methods and its efficacy continues to be a major issue in higher education, it is universally understood that effective feedback improves students' performance. This highlights the necessity for a thorough study and greater justification of any potential discrepancies in practices and behaviour. This study aims to investigate and explore both teachers' and students' acceptance of written corrective feedback and concerted effort towards observable improvement. This study also intends to evaluate related narratives, methods, and constraints that prevent or augment such effectiveness. Furthermore, the outcome of this research will focus on designing and implementing the written corrective feedback as an observable improvement strategy in General Foundation Program (GFP) English writing classrooms. To substantiate the research objectives, an experimental and a control group consisting of 10 teachers each and 100 GFP English students with 25 from level 3 will be subjected for experimental evaluation.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303967","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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