Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Application of Transformative Learning Theory in Engineering Education

The goal of this work-in-progress is to improve student engagement and learning in courses that form the core of a discipline. Such gateway courses represent critical milestones in a student\u27s academic career and have a strong influence on his or her attitude and future success in engineering. We contend that students who struggle in gateway courses do so because they are having difficulty with conceptual transformation, and this project aims to facilitate this change through the ideas advocated within Transformative Learning Theory. The essential elements of this project include the integration of information technologies, provision of rapid feedback to students and instructor, conceptual learning, and peer-assisted learning. This paper summarizes the theory, provides details of the project design, and describes preliminary results

How in-service language teachers become effective users of CALL for online teaching and learning : a case study of their development processes in a transformative online teacher training and development course

PhD ThesisThe design of courses for training teachers in the use of technology for language learning is a continuing focus of interest in the teacher training community, and standards have been proposed regarding the skills and knowledge that teachers need in order to use technology with their learners. However, the issue is not only what teachers need to know and can do with technology, but how teacher training courses can be created in ways as to help teachers to both implement technology effectively and keep pace with technological advances. Evidence about the process of developing those skills and knowledge is therefore central to the design of teacher training courses which are both effective and sustainable, in the sense of being adaptable to different contexts and changes in the technology. This thesis directly engages with the transformative processes experienced by language educators learning how to use technology for online language teaching. By examining how teachers develop their CALL competence for online language teaching, it is possible to suggest strategies to improve models for teacher professional development in CALL. This investigation is a case study of 8 in-service English language teachers in Chile who participated voluntarily in a guided online training and development course for Computer Assisted Language Learning (CALL) during 8 weeks. This course supported the teachers’ integration of theory, practice and reflection and was delivered via the virtual learning environment Moodle. The design of the course was based upon four main components, namely socio-constructivism, transformative learning, the community of inquiry model and the skills for online language teaching. Evaluative instruments such as pre- and post-course online questionnaires and interviews, the teachers’ log files and discussion forums and blogs posts in Moodle were applied to collect data. These data were analysed using Content analysis and descriptive statistics in order to uncover the teachers’ developmental processes. ii The findings of this study highlight the relevance of both collaborative and individual reflection to developing CALL skills and knowledge in CALL teacher education. The presence of an online tutor was also identified as key to promoting teaching presence in the online course. Additionally, the results suggest that a spiral rather than a linear of pyramid model provides a better representation of how the teachers developed their CALL skills and knowledge for online language teaching. The outcomes show that the teachers improved their understanding of using online resources and gained the confidence they needed to apply that technology effectively in their language courses, a process that the study refers to as the development of ‘digital self-esteem’. Based on an in depth consideration of the developmental processes revealed in this study, proposals are made for further research and recommendations are made for improvements to the design of the online training and development course.the Chilean government, Conicyt and Becas Chile programme for awarding me with a scholarship to study in the U

MICROTEACHING AS TEACHING STRATEGY OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FOR ENGLISH PRE-SERVICE TEACHERS

In order to facilitate English pre-service teachers to have ability in integrating technology in the classroom, microteaching is one of teaching strategy solutions. This present study examines how microteaching was used as teaching strategy of Computer Assisted Language Learning (CALL) for English pre-service teacher. It is case study design. The setting of this study was in one of Islamic State University in Indonesia, in the English Education Department. The data are from interview, document analysis, and observation. The result shows that the teaching strategies of Computer Assisted Language Learning (CALL) which was a microteaching consisted of lesson planning, teaching, and evaluating. Lesson planning and teaching step were done by the English pre-service teacher. Yet, the evaluating step was done by the lecturer and peer pre-service teachers. The significance of this study is for example on how to implement microteaching of Computer Assisted Language Learning (CALL) to English pre-service teachers

Student perceptions of online interactive versus traditional lectures; Or how I managed not to fall asleep with my eyes open

Universities are increasingly experimenting with the online domain to connect with busy and digital-savvy students and counter the decline in face-to-face lecture attendance More often than not universities are offering videoed lectures or PowerPoints with lecturer voice-overs as a way of delivering content. Evidence suggests that while these techniques may provide the flexibility required, some content needs more personalised delivery. In this article the authors explore the development and delivery of an online lecture format. Using a combination of video, text and interactive cell technology, this online offering was trialed in a unit focused on the education of students with disability in inclusive classrooms. Using the Attitude toward Computer Aided Instruction Scale (ACAIS) (Allen, 1986) the author’s surveyed 159, 3rd year pre-service teachers and asked them to compare the online presentation format with a traditional face-to-face lecture. The students were enthusiastic about using the online format, with data analysis revealing eleven of the twelve ACAIS criteria were highly significant in favour of this approach. The results of the survey are presented and discussed critically in the context of the challenges and opportunities online delivery of course content presents to universities

Student Perceptions Of Online Interactive Versus Traditional Lectures; Or How I Managed Not To Fall Asleep With My Eyes Open

Universities are increasingly experimenting with the online domain to connect with busy and digital-savvy students and counter the decline in face-to-face lecture attendance More often than not universities are offering videoed lectures or PowerPoints with lecturer voice-overs as a way of delivering content. Evidence suggests that while these techniques may provide the flexibility required, some content needs more personalised delivery. In this article the authors explore the development and delivery of an online lecture format. Using a combination of video, text and interactive cell technology, this online offering was trialed in a unit focused on the education of students with disability in inclusive classrooms. Using the Attitude toward Computer Aided Instruction Scale (ACAIS) (Allen, 1986) the author’s surveyed 159, 3rd year pre-service teachers and asked them to compare the online presentation format with a traditional face-to-face lecture. The students were enthusiastic about using the online format, with data analysis revealing eleven of the twelve ACAIS criteria were highly significant in favour of this approach. The results of the survey are presented and discussed critically in the context of the challenges and opportunities online delivery of course content presents to universities

Enhancing ESL Classroom Management and Language Proficiency: A Gamification Approach in Pakistani Universities

  The integration of gamification principles into English as a Second Language (ESL) courses within Pakistani universities is transforming the landscape of classroom management. This qualitative research explores the innovative and engaging use of gamified techniques to enhance ESL classroom management, fostering student motivation, participation, and language proficiency. Within the context of Pakistani higher education, this study investigates the potential of gamification to create a dynamic and immersive learning environment. Through interviews with thirty (30) ESL instructors, it uncovers valuable insights into the effectiveness of gamified approaches in the Pakistani educational landscape. Pakistani universities should utilize gamification to create vibrant, motivating, and highly effective ESL learning environments, thus enhancing language acquisition outcomes, promoting student engagement and participation, and enriching the educational experience for students. By offering evidence-based recommendations, this study empowers ESL instructors and educational policy-makers to leverage gamification as a potent tool for ESL classroom management. Keywords: Gamification, Classroom management, ESL Courses, Pakistani Universities, student motivation, language proficiency

The standard measurement in online learning: a rubric as a focus on teaching-learning practices to move up quality education

The main objective of this paper is to facilitate the 21st century’s quality assurance for learning and distance learning to measure learning outcomes and enable students to achieve skills and knowledge in global transformative education. Technologies in education have provided a common platform for transforming education into online learning practices throughout the global COVID-19 affliction. Accordingly, the transformation of modern technologies in education has opened up many challenges and reliability issues in teaching and learning processes. The paper highlights the rethinking of rubric perceptions, uses, and design in learning, including online learning, in an interactive way to promote quality education. The research methodology involved a systematic review of the literature and data analysis synthesized using both qualitative and quantitative techniques. Rubrics, as an influential assessment instrument in learning, have been applied along with standardizing the quality of students in higher education for almost three decades globally. This study is significant in focusing on the rubric, the practical instrument, which is helpful for great accomplishments and challenging skills, and creativity in tertiary education. Well-designed and carefully designed rubrics and e-rubrics help students become more rational judges of the quality of their work by identifying the essential criteria and targeting the goals and learning outcomes of education. Rubrics enhance students\u27 competency to communicate their ideas effectively, which correlates with the standard of sustainable quality education. Further examination of the rubric is needed to identify the challenges of reliability and authenticity in digital education

Mobile learning scenarios in language teaching: perceptions of vocational and professional education students

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students’ methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning.info:eu-repo/semantics/publishedVersio