Perceived Academic Achievement and Social Integration in the Context of Social Software : a Comparative Study on Canadian and Chinese University Students

Aujourd’hui, les logiciels sociaux sont très populaires parmi les étudiants universitaires en Amérique du Nord (par exemple, Facebook et Twitter) et en Chine (par exemple, QQ, WeChat et Sina Weibo). Ces logiciels sont devenus facilement accessibles partout, en particulier grâce à des appareils mobiles. Il convient de noter que ces modèles d’utilisation de logiciels sociaux et de logiciels sociaux utilisés au Canada et en Chine sont différents les uns des autres. Le but de cette étude est de comparer les similitudes et les différences dans les habitudes d’utilisation des logiciels sociaux entre les étudiants universitaires canadiens et chinois. De plus, comment leurs enseignants utilisent les logiciels sociaux pour promouvoir le succès scolaire de leurs élèves. L’auteur a constaté que les groupes de cours et de class sur Facebook pouvaient promouvoir directement l’intégration scolaire des étudiants canadiens. En outre, les groupes de cours et de cours QQ pourraient jouer un rôle important dans l’intégration sociale des étudiants chinois, ce qui favorise indirectement leur réussite scolaire. Sur la base d’une analyse des données de recherche qualitative, l’auteur espère faire quelques suggestions utiles pour les éducateurs lorsqu’ils conçoivent des curriculums. Au cours des dernières années, de nombreuses universités au Canada ont attiré un nombre croissant d’étudiants internationaux chinois. Les résultats de l’étude peuvent avoir un impact positif sur les stratégies chinoises de recrutement d’étudiants internationaux.Today, social software is very popular among university students in North America (e.g., Facebook and Twitter) and China (e.g., QQ, WeChat and Sina Weibo). This type of software has become easily accessible everywhere, especially through mobile devices. It is noteworthy that specific social software and social software uses in Canada and China are quite different. The purpose of this study is to compare the similarities and differences in social software uses between Canadian and Chinese university students. In addition, this study investigates how teachers use social software to promote the academic integration of the students and to develop information literacy competencies. This study was based on qualitative research. The research data for this study were collected using semi-structured interviews with teachers and students and through observation of social software groups. Six students and four teachers were interviewed, 85 members of social software class groups were observed, and 188 members of social software course groups were observed. The author found that Facebook class and course groups could directly promote the academic integration of Canadian students. In addition, QQ class and course groups could play an important role in the social integration of Chinese students, which indirectly promotes their academic success. Based on an analysis of qualitative research data, the author hopes to make some useful suggestions for educators when they design curriculums. In recent years, many universities in Canada have been attracting an increasing number of Chinese international students. The study results can provide a positive impact for Chinese international student recruitment strategies

Chinese undergraduates’ perceptions of L2 learning and strategies in emergency online teaching : a case study in a central China university in times of Covid-19

Guided by Vygotsky‘s sociocultural theory, this dissertation presents a case study exploring the perceptions of Chinese undergraduates‘ second language learning and strategies used in emergency online teaching at H University in Central China during the first lockdown period of the Covid-19 pandemic. By using the sequential mixed research method in this study, I first carried out an online questionnaire with 612 undergraduates for quantitative study, and then interviewed 12 questionnaire respondents for qualitative study and three English teachers for triangulation. This research concerned the undergraduates‘ perceptions towards emergency online teaching and their strategies in online learning; conducted variance analysis between different learner groups, including groups with distinct genders, majors, and English levels; made correlation studies among learners‘ perceptions, strategies, and their English scores in the lockdown semester, and explored challenges for the respondents‘ emergency online English learning as well. The sociocultural theory advocates a learner-centred teaching approach and regards language learning as constructed socially through interactions with others. Concerning the respondents‘ perceptions relating to emergency online teaching, this research used the notions of online learning readiness proposed by Warner et al. (1998) and expanded five-dimension online learning readiness advanced by Hung et al. (2010), which include self-directed learning, motivation, computer/internet self-efficacy, learner control and online communication self-efficacy into seven, by adding the respondents‘ trust and appreciation for emergency online learning. As for online learning strategies, this research used Oxford‘s six-dimension taxonomy of language learning strategies proposed in 1990 as the key reference, including direct strategies of memory, cognitive and compensation strategies, and indirect metacognitive, emotional and social strategies. The research results indicated a number of interrelated findings. Firstly, among the seven dimensions of the undergraduates‘ perceptions, the mean value of motivation for emergency online teaching was the lowest. Secondly, for the respondents‘ online learning strategies, they used cognitive strategies and compensation strategies more frequently, but social strategies the least. Thirdly, females, arts students and high-scoring respondents in general had higher English scores and smaller variance in scores than their counterparts of males, science students and low-scoring ones. Fourthly, the respondents‘ perceptions towards emergency online teaching as a whole showed significant positive correlation with their online learning strategies at 0.01 level. Fifthly, dilemmas in emergency online teaching, such as the migration of teaching approach from student-centred to teacher-centred and less online communications between teacher and students were widespread. In addition, neither teachers nor their students were prepared for emergency online teaching and learning when the pandemic emerged, and the technology they used was not up to the standards required for the emergency online teaching to take place in a coordinated and effective manner. Finally, myth of educational technology was disillusioned, as technology alone was unable to transform education, but enlarged the gap of education equity. The study is significant mainly on a number of levels. It supports sociocultural theory, makes contribution not only to the research contents of the undergraduates‘ L2 learning perceptions and strategies in emergency online teaching circumstance, but to the research results of the respondents‘ low online learning motivation, dilemmas in emergency online teaching and disillusions of the myth of educational technology. This study yields pedagogical implications useful for future L2 online teaching and makes methodological contributions by using a mixed research method and teacher interviewees as triangulation in a case study. Based on the results of these findings and enlightened by sociocultural theory, the research outlines the following pedagogical implications for future second language online teaching. It should be student-centred to encourage learners‘ learning motivation and interests. Teachers should emphasise social interaction between teacher and learners or among peers, design more online courses and activities to familiarise learners with online education and provide learners with training for online learning strategies. In addition, teachers should prepare for future potential emergency teaching approaches so as to develop online second language teaching better.Guided by Vygotsky‘s sociocultural theory, this dissertation presents a case study exploring the perceptions of Chinese undergraduates‘ second language learning and strategies used in emergency online teaching at H University in Central China during the first lockdown period of the Covid-19 pandemic. By using the sequential mixed research method in this study, I first carried out an online questionnaire with 612 undergraduates for quantitative study, and then interviewed 12 questionnaire respondents for qualitative study and three English teachers for triangulation. This research concerned the undergraduates‘ perceptions towards emergency online teaching and their strategies in online learning; conducted variance analysis between different learner groups, including groups with distinct genders, majors, and English levels; made correlation studies among learners‘ perceptions, strategies, and their English scores in the lockdown semester, and explored challenges for the respondents‘ emergency online English learning as well. The sociocultural theory advocates a learner-centred teaching approach and regards language learning as constructed socially through interactions with others. Concerning the respondents‘ perceptions relating to emergency online teaching, this research used the notions of online learning readiness proposed by Warner et al. (1998) and expanded five-dimension online learning readiness advanced by Hung et al. (2010), which include self-directed learning, motivation, computer/internet self-efficacy, learner control and online communication self-efficacy into seven, by adding the respondents‘ trust and appreciation for emergency online learning. As for online learning strategies, this research used Oxford‘s six-dimension taxonomy of language learning strategies proposed in 1990 as the key reference, including direct strategies of memory, cognitive and compensation strategies, and indirect metacognitive, emotional and social strategies. The research results indicated a number of interrelated findings. Firstly, among the seven dimensions of the undergraduates‘ perceptions, the mean value of motivation for emergency online teaching was the lowest. Secondly, for the respondents‘ online learning strategies, they used cognitive strategies and compensation strategies more frequently, but social strategies the least. Thirdly, females, arts students and high-scoring respondents in general had higher English scores and smaller variance in scores than their counterparts of males, science students and low-scoring ones. Fourthly, the respondents‘ perceptions towards emergency online teaching as a whole showed significant positive correlation with their online learning strategies at 0.01 level. Fifthly, dilemmas in emergency online teaching, such as the migration of teaching approach from student-centred to teacher-centred and less online communications between teacher and students were widespread. In addition, neither teachers nor their students were prepared for emergency online teaching and learning when the pandemic emerged, and the technology they used was not up to the standards required for the emergency online teaching to take place in a coordinated and effective manner. Finally, myth of educational technology was disillusioned, as technology alone was unable to transform education, but enlarged the gap of education equity. The study is significant mainly on a number of levels. It supports sociocultural theory, makes contribution not only to the research contents of the undergraduates‘ L2 learning perceptions and strategies in emergency online teaching circumstance, but to the research results of the respondents‘ low online learning motivation, dilemmas in emergency online teaching and disillusions of the myth of educational technology. This study yields pedagogical implications useful for future L2 online teaching and makes methodological contributions by using a mixed research method and teacher interviewees as triangulation in a case study. Based on the results of these findings and enlightened by sociocultural theory, the research outlines the following pedagogical implications for future second language online teaching. It should be student-centred to encourage learners‘ learning motivation and interests. Teachers should emphasise social interaction between teacher and learners or among peers, design more online courses and activities to familiarise learners with online education and provide learners with training for online learning strategies. In addition, teachers should prepare for future potential emergency teaching approaches so as to develop online second language teaching better

The nature and experiences of the dyslexia population in higher education : a case study

This research investigated factors influencing the approach of dyslexic higher education students to support in one UK higher education institution. While considering the nature of the population of dyslexic students as a whole, it also looked for potential sub-groups with a view to differentiating support needs and usage. The research considered data for past dyslexic students of the institution, over nearly a decade, in the context of national data (HESA and UCAS) to establish the nature of the population being investigated. A range of measures were completed by current students of the institution, addressing: aspects of experiences of dyslexia; personality; learning mode preferences; and support use, including DSA Needs Assessment recommendations. These findings, in conjunction with WAIS intelligence test indices scores (where available from dyslexia assessments), were statistically analysed where appropriate. The research concluded with interviews of selected participants. The main findings included a trend of late identification of women. Evidence of the impact of dyslexia recognition and support during compulsory schooling was seen in subsequent support use and outcomes. How students attributed outcomes at school was important for self-concept and motivation, although this was not always related to recognition of dyslexia or support. The Perceptual Organisation Index of the WAIS-III test was central to grouping participant cases. Patterns were seen in use of higher education support, relating to age of identification as dyslexic, age when starting the course and gender. The implications include the way Learning Mode preference awareness has a role in developing self-awareness and meta-cognitive skill. Study environment requirements are an area of student needs that would benefit from further investigation. Feedback on Needs Assessment recommendations highlights the need for more training opportunities and better ways to introduce students to assistive technology before recommendations were made. Better understanding of support use patterns has implications for support resource management

Hope as a Mediator between Professor-Student Rapport and Student Achievement

The United States experiences unfavorable outcomes in undergraduate academic achievement despite years of research, especially for historically marginalized students. Accepting that student achievement is the result of the complex interplay between individual and environmental characteristics, tertiary institutions seek useful levers by which to raise academic achievement. Previous research has established that the relationship between a teacher and student can affect student achievement, making professor-student rapport one of the aforementioned levers. However, the mechanism through which professor-student rapport acts remains unclear. The current study explores the mediating effect of hope on the relationship between professor-student rapport and achievement. Utilizing a quantitative correlational design, the researcher conducts a mediation analysis to determine if student hope has a significant mediating effect in a sample of 218 undergraduate students at a mid-sized university in the United States. Participants responded to a survey with demographic data and completed the Adult Dispositional Hope Scale and the Student–Instructor Rapport Scale-9. The total number of points in a specific course out of possible points was paired with participants’ survey data. Analysis of the data did not support the presence of a significant relationship between the mediator hope and the outcome variable achievement and therefore the conditions for mediation were not present. However, the researcher found that hope and rapport were significantly related. This research was completed during a global pandemic which may have confounded the results; therefore, this researcher recommends that it be replicated at another time when social restrictions are not in play

English learning with Web 2.0 – An investigation into Chinese undergraduates’ technology (non)use and perspectives

Moving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this thesis investigates what Chinese undergraduates are actually doing (and not doing) with online tools and applications to learn English outside the classroom and, why they choose to do so. Particular attention is paid to their use and non-use of the social web in their English learning context. A sociocultural framework is adopted to understand learners’ behaviours surrounding digital technology. This theoretical position puts learners at the centre of their English learning and decision-making regarding technology use. It guides the exploration into the contextually mediated choices and practices of English learners in the so-called ‘2.0’ era.\ud \ud Data collection for this mixed sequential study took place during the 2010-2011 academic year. The data consist of a survey of 1,485 undergraduates and semi-structured interviews with 49 participants in two large Chinese universities. The data demonstrate a few embryonic signs of how Chinese undergraduates try to ‘escape’ from their English learning context with online technologies. However, a vast majority of the participants chose to use the web as an instrument to handle their academic duties. When it comes to English learning, their use of Web 2.0 is limited and mostly non-interactive and unspectacular.\ud \ud In light of the above, the thesis goes on to consider a number of contextual factors that appear to constrain participants’ use of technology – not least the discourses of English learning and the cultural artefact of exams. Based on these findings, the thesis provides a framework that challenges existing beliefs about (language) learning with Web 2.0, and that contributes to understandings of how context mediates language learners’ behaviours surrounding digital technologies. The thesis concludes by suggesting ways of maximizing the learning potential of Web 2.0 for English learners at Chinese universities

Evaluating the Critical Thinking Skills and Academic Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models

This mixed methods study compared the critical thinking skills of students at two post-secondary education institutions that utilize two different curriculum models. A contemporary institution that offers a core curriculum and degree specialization (majors) was contrasted with a Great Books school that utilizes a canon of primary sources and relies on Socratic dialogue in the classroom. All students who complete the four-year Great Books program are awarded a bachelor’s degree in liberal arts as opposed to a specialized degree. The two sample populations (N=25) had similar demographic profiles, high school experiences, and college entrance exam scores, as well as similar college grade point averages and college social experiences as determined by a questionnaire, project data sheet, and a series of interviews used to elicit qualitative data for this project. The critical thinking skills of the participants were assessed using the Ennis-Weir Critical Thinking Essay Test. Observable differences were found between the two sample populations’ overall scores on the Ennis-Weir test, as well as their scores on three of the test’s five subscales measuring evaluation of argument, deduction, and inference. The findings of this project suggest that the curriculum and teaching methods at the school employing the Great Books model (n=14) may have a positive impact on the development of that sample population’s critical thinking skills; however, many factors hinder the researcher from declaring absolute causation, such as the small sample population size, so attributing the reported differences solely to the Burgundy College curriculum and teaching methods is not possible

Priming and awareness

Three sets of experiments were designed to test Marcel's (1983ab) claim that backward pattern masked word primes are processed automatically and without awareness to a level of representation where the meaning of the word is identified. In the first set of experiments, Marcel's critical SOA procedure for determining an awareness threshold was found to be unsatisfactory. There was no evidence for semantic priming effects when more trials were used to determine the critical SOA. In the second and third sets of experiments, awareness of backward pattern masked primes was determined by subject's report of the prime. Conconscious priming effects from prior presentation of the target word in a lexical decision task, and the solution in an anagram solving task, were substantial and robust. Nonconscious semantic priming effects were small but were significant in both tasks when presentation was dichoptic. Nonconscious semantic priming effects in the anagram solving task were obtained under some conditions of binocular presentation. Priming effects are discussed with reference to word perception, reading, and theories of consciousness. One conclusion is that nonconscious automatic priming effects are "selective" and are far from being ubiquitous. This view of heterogeneous nonconscious selective priming does not support Marcel's (1983b) claim that nonconscious processing produces homogeneous activation to the highest level in all representations connected with the stimulus event

An Investigation of String Project Teachers’ and Directors’ Perspectives on the Skills and Behaviors Important for String Teaching

abstract: This study examined directors’, master teachers’, graduate and undergraduate String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old. The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey. Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items. Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors. Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.Dissertation/ThesisDoctoral Dissertation Music Education 201