Contextual support of social engagement and reflection on the Web

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Student Engagement in Aviation Moocs: Identifying Subgroups and Their Differences

The purpose of this study was to expand the current understanding of learner engagement in aviation-related Massive Open Online Courses (MOOCs) through cluster analysis. MOOCs, regarded for their low- or no-cost educational content, often attract thousands of students who are free to engage with the provided content to the extent of their choosing. As online training for pilots, flight attendants, mechanics, and small unmanned aerial system operators continues to expand, understanding how learners engage in optional aviation-focused, online course material may help inform course design and instruction in the aviation industry. In this study, Moore’s theory of transactional distance, which posits psychological or communicative distance can impede learning and success, was used as a descriptive framework for analysis. Archived learning analytics datasets from two 2018 iterations of the same small unmanned aerial systems MOOC were cluster-analyzed (N = 1,032 and N = 4,037). The enrolled students included individuals worldwide; some were affiliated with the host institution, but most were not. The data sets were cluster analyzed separately to categorize participants into common subpopulations based on discussion post pages viewed and posts written, video pages viewed, and quiz grades. Subgroup differences were examined in days of activity and record of completion. Pre- and postcourse survey data provided additional variables for analysis of subgroup differences in demographics (age, geographic location, education level, employment in the aviation industry) and learning goals. Analysis of engagement variables revealed three significantly different subgroups for each MOOC. Engagement patterns were similar between MOOCs for the most and least engaged groups, but differences were noted in the middle groups; MOOC 1’s middle group had a broader interest in optional content (both in discussions and videos); whereas MOOC 2’s middle group had a narrower interest in optional discussions. Mandatory items (Mandatory Discussion or Quizzes) were the best predictors in classifying subgroups for both MOOCs. Significant associations were found between subgroups and education levels, days of activity, and total quiz scores. This study addressed two known problems: a lack of information on student engagement in aviation-related MOOCs, and more broadly, a growing imperative to examine learners who utilize MOOCs but do not complete them. This study served as an important first step for course developers and instructors who aim to meet the diverse needs of the aviation-education community

Enhancing language awareness in the English as a foreign language classroom in Hong Kong.

Lam Wai-man.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.Includes bibliographical references (leaves 199-208).Abstracts in English and Chinese.ACKNOWLEDGEMENTS --- p.iABSTRACT --- p.iiiChapter CHAPTER ONE --- INTRODUCTION --- p.1Chapter 1.1 --- RATIONALE OF THE PRESENT STUDY --- p.1Chapter 1.2 --- THE BACKGROUND OF THE PRESENT STUDY --- p.5Chapter 1.2.1 --- What is “Language Awareness´ح？ --- p.5Chapter 1.2.2 --- What is “LA-oriented Teaching´ح？ --- p.6Chapter 1.3 --- ORGANIZATION OF THE THESIS --- p.7Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.10Chapter 2.1 --- THEORIES OF LANGUAGE AWARENESS (LA) --- p.11Chapter 2.1.1 --- Seminal Statements on Language Awareness --- p.12Chapter 2.1.1.1 --- "Hawkins' “ Awareness of Language """ --- p.12Chapter 2.1.1.2 --- Report on Language Awareness by the NCLE --- p.13Chapter 2.1.2 --- Two Broad Senses of LA --- p.14Chapter 2.1.2.1 --- The Psychological Sense of LA --- p.14Chapter 2.1.2.2 --- The Educational Sense of LA --- p.15Chapter 2.1.3 --- Contemporary Views of LA in the Educational Context --- p.16Chapter 2.1.3.1 --- LA as a Developmental Quality --- p.16Chapter 2.1.3.2 --- LA as a Curricular Component and a Language Education --- p.17Chapter 2.1.3.3 --- LA as a Methodology --- p.19Chapter 2.1.3.4 --- LA as a Critical Inquiry into the Socio-cultural Domain --- p.22Chapter 2.1.4 --- The Five Domains of Language Awareness --- p.23Chapter 2.1.5 --- """Language Awareness “ Revisited “" --- p.25Chapter 2.1.6 --- LA-related Language Learning and Teaching Theories --- p.25Chapter 2.1.6.1 --- """Task-based Learning “ Theory" --- p.25Chapter 2.1.6.2 --- """Language Experience “ Approach" --- p.29Chapter 2.1.6.3 --- """Learner-centred"" Approach" --- p.29Chapter 2.1.6.4 --- """Whole-language "" Education" --- p.30Chapter 2.2 --- PRACTICES OF LANGUAGE AWARENESS --- p.32Chapter 2.2.1 --- "“Incidental"" LA" --- p.32Chapter 2.2.2 --- """ Planned ´ح LA as Curricular Components" --- p.33Chapter 2.2.2.1 --- LA/KAL as a Curriculum Dimension --- p.34Chapter 2.2.2.2 --- LA/KAL as a Language Education --- p.34Chapter 2.2.3 --- """Planned"" LA Implemented as School Programmes" --- p.35Chapter 2.3 --- DEFINING CHARACTERISTICS OF LA-ORIENTED TEACHING --- p.41Chapter 2.3.1 --- Learner-centred LA Activities --- p.41Chapter 2.3.2 --- The Categories of LA --- p.42Chapter 2.3.3 --- Learner-centred Teaching Approach --- p.44Chapter 2.3.4 --- Enhancing LA through Teaching: A Conceptual Model --- p.45Chapter 2.4 --- INADEQUACIES OF THE LA THEORIES AND PRACTICES --- p.47Chapter 2.4.1 --- Relation between Enhanced LA and Language Performance --- p.47Chapter 2.4.2 --- Delineation of LA Effects and Establishment of Instruments for Measuring LA Effects --- p.49Chapter 2.5 --- ASPECTS OF FOREIGN LANGUAGE LEARNING AND DEVELOPMENT --- p.50Chapter 2.5.1 --- Learning of Foreign Language Vocabulary --- p.51Chapter 2.5.1.1 --- The Mental Lexicon and Networks of Word Associations --- p.51Chapter 2.5.1.2 --- Factors Affecting Second /Foreign Language Vocabulary Acquisition --- p.52Chapter 2.5.2 --- Development of Writing Ability --- p.56Chapter 2.5.2.1 --- Theories on Development of Foreign Language Writing Ability --- p.56Chapter 2.5.2.2 --- Approaches to Evaluating Writings --- p.57Chapter 2.5.3 --- Learning of a Second Foreign Language / Third Language --- p.58Chapter 2.5.3.1 --- Cross-linguistic Influence and Transfer --- p.59Chapter 2.5.3.2 --- Language Distance and Other Factors Affecting Cross-linguistic Influence --- p.60Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.63Chapter 2.7 --- SUMMARY OF CHAPTER TWO --- p.67Chapter CHAPTER THREE --- DESIGN OF THE STUDY --- p.69Chapter 3.1 --- THE LA STUDIES --- p.70Chapter 3.2 --- LA PILOT SCHEME (THE PILOT) --- p.71Chapter 3.2.1 --- Aims --- p.71Chapter 3.2.2 --- Subjects --- p.71Chapter 3.2.3 --- Administration and Course Contents --- p.72Chapter 3.2.4 --- Method of Evaluating the Pilot LA Effect --- p.72Chapter 3.2.5 --- The Pilot Results --- p.74Chapter 3.2.6 --- Conclusions and Implications for the Pilot --- p.77Chapter 3.3 --- THE MAIN LA TEACHING PROGRAMME (THE PROGRAMME) --- p.78Chapter 3.3.1 --- Subjects --- p.78Chapter 3.3.2 --- The Control Group --- p.79Chapter 3.3.3 --- Teaching Themes --- p.80Chapter 3.3.4 --- The LA Teachers and Medium of Instruction --- p.82Chapter 3.3.5 --- LA Time Frame and Duration --- p.82Chapter 3.3.6 --- LA Syllabus and Lesson Design --- p.83Chapter 3.3.7 --- LA Tasks and Learning Activities in the Study --- p.84Chapter 3.3.8 --- Course Materials in the Study --- p.90Chapter 3.4 --- CONSTRUCTION OF TESTING INSTRUMENTS --- p.91Chapter 3.4.1 --- An Overview of the Procedure --- p.91Chapter 3.4.2 --- Measuring the Subjects' Foreign Language Proficiency --- p.93Chapter 3.4.2.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.93Chapter 3.4.2.2 --- Evaluation of Writings --- p.95Chapter 3.4.2.3 --- JFL Proficiency Assessments --- p.101Chapter 3.4.3 --- Measuring the Subjects' Attitude towards LA-oriented Teaching and Language Learning --- p.105Chapter 3.4.3.1 --- Course Satisfaction Questionnaire --- p.105Chapter 3.4.3.2 --- Learner's Course Review --- p.106Chapter 3.4.3.3 --- JFL Pre-course and Post-course Questionnaires --- p.107Chapter 3.4.3.4 --- JFL Learner's journal --- p.108Chapter 3.4.3.5 --- Archival data /Learners' Work --- p.109Chapter 3.4.4 --- Recording LA-oriented Language Behaviour (LALB) --- p.110Chapter 3.5 --- THE EXPERIMENTAL PROCEDURE --- p.111Chapter 3.5.1 --- Overview of the Procedure for the EFL Modules --- p.111Chapter 3.5.2 --- Overview of the Procedure for the JFL Module --- p.111Chapter 3.6 --- SUMMARY OF METHODS OF DATA ANALYSIS --- p.112Chapter 3.6.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.112Chapter 3.6.2 --- Evaluation of the Writings --- p.115Chapter 3.6.3 --- JFL Proficiency Assessments --- p.115Chapter 3.6.4 --- Course Satisfaction Questionnaire --- p.116Chapter 3.6.5 --- Learner's Course Review --- p.116Chapter 3.6.6 --- JFL Pre-course and Post-course Questionnaire --- p.116Chapter 3.6.7 --- JFL Learner's Journal --- p.117Chapter 3.7 --- SUMMARY OF CHAPTER THREE --- p.117Chapter CHAPTER FOUR --- RESEARCH FINDINGS --- p.119Chapter 4.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ةEFL AND JFL PROFICIENCY --- p.120Chapter 4.1.1 --- Acquisition of English Vocabulary --- p.120Chapter 4.1.2 --- Development of English Writing Ability --- p.123Chapter 4.1.3 --- Acquisition of Elementary Japanese --- p.127Chapter 4.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS' ATTITUDES TOWARDS LANGUAGE TEACHING AND LEARNING --- p.130Chapter 4.2.1 --- The Subjects' Attitudes towards LA-oriented Teaching and EFL Learning --- p.130Chapter 4.2.1.1 --- The Subjects' Level of Satisfaction with the LA-oriented EFL Modules --- p.131Chapter 4.2.1.2 --- The Subjects' Evaluation of the EFL Modules and Their Own Learning --- p.132Chapter 4.2.2 --- The Subjects ´ة Attitudes towards JFL Learning --- p.134Chapter 4.2.2.1 --- The Subjects' Perceptions and Expectations for JFL Learning --- p.134Chapter 4.2.2.2 --- The Subjects' Evaluation of their JFL learning --- p.136Chapter 4.2.2.3 --- The Subjects' Evaluation of the JFL Module --- p.138Chapter 4.3 --- SUMMARY OF CHAPTER FOUR --- p.142Chapter CHAPTER FIVE --- DISCUSSIONS OF RESEARCH FINDINGS --- p.144Chapter 5.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة EFL PROFICIENCY --- p.146Chapter 5.1.1 --- Acquisition of English vocabulary --- p.146Chapter 5.1.1.1 --- Theme Effects --- p.146Chapter 5.1.1.2 --- Task Effects --- p.150Chapter 5.1.1.3 --- Provision of Authentic Experience --- p.151Chapter 5.1.1.4 --- Other Interesting Findings --- p.152Chapter 5.1.2 --- Development of English Writing Ability --- p.154Chapter 5.1.2.1 --- Conditions Fostering Development of English Writing Ability --- p.154Chapter 5.1.2.2 --- Factors Inhibiting Development of Writing Ability --- p.156Chapter 5.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة JFL PROFICIENCY --- p.158Chapter 5.2.1 --- Japanese Speaking Ability --- p.158Chapter 5.2.2 --- Japanese Listening Ability --- p.160Chapter 5.2.3 --- Japanese Reading / Word Recognition Ability --- p.161Chapter 5.2.4 --- LA-oriented Language Behaviour --- p.163Chapter 5.3 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة ATTITUDES TOWARDS EFL LEARNING --- p.166Chapter 5.3.1 --- Challenging Tasks and Activities --- p.167Chapter 5.3.2 --- Enjoyable Authentic Learning Experience --- p.168Chapter 5.3.3 --- Strong Sense of Ownership --- p.169Chapter 5.3.4 --- Supportive Language Learning Environment --- p.169Chapter 5.4 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة ATTITUDES TOWARDS JFL LEARNING --- p.170Chapter 5.4.1 --- Strong Inclination for Japan --- p.171Chapter 5.4.2 --- Unique Language Learning Experience --- p.171Chapter 5.4.3 --- Strong Affection for the Japanese Teacher --- p.172Chapter 5.4.4 --- Authenticity in the Japanese Teacher's Look and Manners --- p.172Chapter 5.4.5 --- Learner-oriented Activities --- p.173Chapter 5.5 --- FEASIBILITY OF LA WORK IN THE EFL CLASSROOM IN PRIMARY SCHOOLS IN HONG KONG --- p.173Chapter 5.6 --- FEASIBILITY OF TEACHING A SECOND FOREIGN LANGUAGE IN PRIMARY SCHOOLS IN HONG KONG --- p.176Chapter 5.7 --- SUMMARY OF CHAPTER FIVE --- p.179Chapter CHAPTER SIX --- CONCLUSION --- p.181Chapter 6.1 --- LIMITATIONS OF THE STUDY --- p.181Chapter 6.2 --- IMPLICATIONS --- p.184Chapter 6.2.1 --- Implications for the FL Classroom --- p.184Chapter 6.2.2 --- Implications for the FL Curriculum Design --- p.191Chapter 6.3 --- RECOMMENDATIONS FOR FUTURE RESEARCH --- p.195Chapter 6.4 --- SUMMARY OF CHAPTER SIX --- p.198REFERENCES --- p.199APPENDICESAppendix A1: Course Outline of LA Pilot Scheme --- p.209Appendix A2: List of Activity Sheets for LA Pilot Scheme --- p.210Appendix A3: Samples of Pupils' Work in LA Pilot Scheme --- p.211Appendix B1: Course Outline of Module One1 --- p.213Appendix B2: Course Outline of Module Two2 --- p.216Appendix B3: Course Outline of Module Three3 --- p.220Appendix C1: Scheme of Work of Module One --- p.223Appendix C2: Scheme of Work of Module Two --- p.227Appendix C3: Scheme of Work of Module Three --- p.231Appendix D1: A Lesson Plan of Module One --- p.236Appendix D2: A Lesson Plan of Module Two --- p.240Appendix D3: A Lesson Plan of Module Three --- p.244Appendix E: Sample of Coursebook Materials --- p.247Appendix F1: List of Activity Sheets for Module One --- p.250Appendix F2: List of Activity Sheets for Module Two --- p.251Appendix F3: List of Activity Sheets for Module Three --- p.252Appendix G1: Sample of AS4 for Module One: My Favourite Bread --- p.253Appendix G2 (A): Sample of AS for Module Two: The New Year --- p.254Appendix G2 (B): Sample of AS for Module Two: The New Year --- p.255Appendix G2 (C): Sample of AS for Module Two: Favourite Food --- p.256Appendix G3 (A): Sample of AS for Module Three: My favorite playground game --- p.257Appendix G3 (B1): Sample of AS for Module Three: Let's Play playground games --- p.258Appendix G3 (B2): Sample of Completed AS: Let's play playground games --- p.259Appendix G3 (C1): Sample of AS for Module Three: What are instructions like? --- p.260Appendix G3 (C2): Sample of Completed AS: What are instructions like? --- p.261Appendix H1 (A1): Pre-test on Vocabulary Acquisition for Module One --- p.262Appendix H1 (A2): Post-test on Vocabulary Acquisition for Module One --- p.263Appendix H2 (A1): Pre-test on Vocabulary Acquisition for Module Three --- p.264Appendix H2 (A2): Post-test on Vocabulary Acquisition for Module Three --- p.265Appendix I1 (A1): Writing AS for Module One: Writing instructions for baking bread (1) --- p.266Appendix I1 (A2): Writing AS for Module One: Writing instructions for baking bread (2) --- p.267Appendix I1 (B1): Sample of Completed AS: Writing instructions for baking bread (1) --- p.268Appendix I1 (B2): Sample of Completed AS: Writing instructions for baking bread (2) --- p.269Appendix I2 (A1): Writing AS for Module Three: My favourite playground game --- p.270Appendix I2 (A2): Writing AS for Module Three: Talking about playing playground games --- p.271Appendix I2 (B1): Sample of Completed AS: My favourite playground games --- p.272Appendix I2 (B2): Sample of Completed AS: Talking about playing playground games --- p.273Appendix I2 (C1): Writing AS for Module Three: Let's create our playground games --- p.274Appendix I2 (C2): Sample of Pupils' Instructions for Created Playground Games --- p.275Appendix J1 (A): JFL Oral Assessment --- p.278Appendix J1 (B): JFL Oral Assessment: Marking Scheme --- p.279Appendix J2 (A): JFL Listening Assessment --- p.280Appendix J2 (B): JFL Listening Assessment: Script --- p.281Appendix J3: JFL Reading and Writing Assessment --- p.282Appendix K1: Course Satisfaction Questionnaire for the EFL Modules --- p.284Appendix K2: Learner's Course Review for the EFL Modules --- p.286Appendix L1: JFL Pre-course Questionnaire --- p.288Appendix L2: JFL Post-course Questionnaire --- p.290Appendix Ml: The JFL Learner's Journal --- p.292Appendix M2: Samples of Completed JFL Learner's Journal --- p.293Appendix N1: Samples of Pupils' Work for the JFL Module: Calligraphy --- p.294Appendix N2: Samples of Pupils' Work for the JFL Module: New Year Card --- p.295Appendix N3: Samples of Pupils' Work for the JFL Module: My Favourite Food --- p.296Appendix O1: Categorization of Words and Expressions of Module One --- p.297Appendix O2: Categorization of Words and Expressions of Module Three --- p.298Appendix P1: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module One --- p.300Appendix P2: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module Three --- p.301Appendix Q1: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module One --- p.302Appendix Q2: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module Three --- p.302Appendix R1 (A1): Raw Scores of Recipes - First Draft --- p.303Appendix R1 (A2): Raw Scores of Recipes 一 Second Draft --- p.304Appendix R2 (A1): Raw Scores of First Games Descriptions --- p.305Appendix R2 (A2): Raw Scores of Second Games Descriptions --- p.306Appendix R3 (A1): Raw Scores of Games Instructions ´ؤ First Draft --- p.307Appendix R3 (A2): Raw Scores of Games Instructions - Second Draft --- p.308Appendix S: Subjects' Performance in JFL Proficiency Assessments --- p.309KEYChapter 1. --- """Module One"" refers to Theme One ""Baking Bread and Making Sandwiches"""Chapter 2. --- """Module Two"" refers to Theme Two ""Foreign Language Taster: Japanese as a foreign language"""Chapter 3. --- """Module Three"" refers to Theme Three ""Playground Games"""Chapter 4. --- """AS"" refers to Activity Sheet

Integration of New Technologies and Alternative Methods in Laboratory-Based Scenarios

In this study, we report a preliminary requirements analysis to recognize needs and possibilities for integrating new technologies and methods for lab-based learning in the field of Industry 4.0 and Internet of Things. To this aim, different scenarios, such as real, remote and virtual labs, are considered to be addressable within an integrated learning environment that focuses on alternative methods (i.e. Serious Games, Self-Regulated and Collaborative Learning) and new technologies (i.e. Open Badges, Mixed Reality and Learning Analytics). To support the design of the laboratory-based learning environment, qualitative interviews were conducted with both expert lecturers and relevant students in the field of engineering, to provide complementary perspectives. These interviews were carried out to analyze the requirements, and to identify possible benefits that relevant stakeholders expect by using these teaching and learning methods and technologies. A qualitative content analysis has been started on the interviews to define which is the perception of the new technologies and teaching methods. The different points of view about technologies and methods coming from expert lecturers’ and relevant students’ interviews are provided

Investigation into the design of educational multimedia : video, interactivity and narrative

This study critically examines the design of multimedia in education. The study begins by reviewing existing media in education and then uses a series of empirical studies to uncover, and then examine the key issues for the design of educational multimedia.The research involves two studies. The first, a preliminary study, that identifies specific areas of interest for the research. This study looks at the existing use of an interactive video disc program for training in Price Waterhouse. The literature search, combined with the outcomes of the preliminary study, identified the areas for further research as: the use of video, forms of interaction, and the role of narrative. The main study examines these areas using two phases. The first phase analyses three treatments of the same educational text, on linear video, multimedia, and structured multimedia, each treatment maintaining the same content and narrative structure, but differing in presentation and control. The second phases builds on the results of the first with the creation and analysis of an interactive multimedia program that takes advantage of the identified strengths of multimedia, and specifically tackles problems found in the first phase. Qualitative data collection techniques are used in both phases, and form the basis of the findings.The findings are presented as implications for multimedia design, and discuss the use and development of narrative and grammar in multimedia, as well as the importance of carefully designed user interaction and goal definition

Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration

Bibliography: leaves 104-107.This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate

Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration

Bibliography: leaves 104-107.This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate