Academic literacies and attitudes of EFL students in a CMC environment

There is a growing volume of research showing that academic literacy is discipline specific. To become proficient in a specific discipline and be a part of a discourse community, learners have to learn ways of communication acquired through understanding and practising the necessary genres associated with that discipline. Both synchronous and asynchronous Computer-mediated communication (CMC) provides opportunities for learners to be a part of that discourse community and learn particular ways of discourse in a collaborative environment. This research investigated how a group of English as a Foreign Language (EFL) learners in a Saudi Arabian university was introduced to academic writing by completing CMC tasks collaboratively. Learners' interactions were examined via a descriptive design to explain how students negotiate academic literacy using synchronous chat and asynchronous discussion boards. Data were gathered from 6 sources: observations, survey questionnaires, texts of participants' online discussion entries, online peer feedback, students' assignments, and interviews. Data were analyzed both quantitatively and qualitatively to investigate how these EFL undergraduate students negotiate their academic literacy in a CMC environment in terms of language functions and focus; how CMC influences both the process and the product of student's academic writing activities; and what EFL students' attitudes were towards CMC in the process of acquiring academic literacy. Data analysis revealed the various discourse functions EFL learners used in their online discussions. Results indicated that computer-mediated communication facilitated students' understanding of tasks and performance of writing activities and promoted collaboration. Analysis of the students' draft and revised essays in the online peer review activities showed that students integrated peers' feedback into their revisions and benefited from such activities although they were not satisfied with the quality and quantity of feedback. A comparison of the students' participation in the face-to-face classrooms with their participation in both synchronous and asynchronous CMC activities afforded through Blackboard® learning management system (LMS) revealed more active interaction during CMC activities in terms of its content and quality. Finally, the EFL students perceived that CMC facilitated their acquisition of academic literacy in academic writing and promoted collaboration despite some limitations

Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?

The proposition of this study is that the content of education in construction management degree programs has changed over time. Content has moved away from construction technology and has moved more towards generic areas of management. Here, issues arise such as prescriptive versus principle-base teaching and the degree to which experiential learning can be provided. This study explores quantifiable data to test the above proposition over an extended period of time for a selected University in Australia. The study looks at course handbook data for the construction management degree including the likes of assigned subject credit points and contact hours. From the analysis, debate and related sources of supporting information are used to extrapolate themes demonstrating the resultant changes in graduate profile arising from the analysis. Comment is also provided on the impact of such changes including the differentiation of university graduates in the past and present. The industry perspective is also canvassed in terms of how changes have affected their expectations relating to employment of University qualified graduates

Strata Managers and Educational Mishaps

In Australia, educational qualifications are a prescribed requirement for licensing within various occupations and professions, and each state and territory has varying degrees of educational aims and objectives. This research paper examines the minimum standards of education and knowledge, which are imposed as a pre-requisite for the licensing of a Strata Manager. The paper traces the historical progression which occurred during the last century to the current decade, and includes an assessment of societies changing needs of the role within the profession. In this regard, it is argued that the educational requirements during the mid 1990s to the early 2000s best served the needs of the consumer in comparison to these last 10 years. The discussion is complemented with data from New South Wales, mapping the educational knowledge fields and comparing this information to the duties and responsibilities of a Strata Manager

Asynchronous conferencing and learners' motivation in a blended learning context

This study investigated the perceptions of 48 students in their first year in a UAE university as they pursued a blended learning course during the 2004 autumn semester. All of the students engaged in asynchronous conferencing to extend classroom activities using collaborative group discussions on the Blackboard Learning Management System. This study aimed to explore students' perceptions of online interaction and its impact on their motivation in relation to peer-to-peer interaction, instructor-to-peer interaction, sociocultural factors and other enabling and disabling motivational factors. The adopted research method was a case-study for which three sets of data were gathered via questionnaire, focus group interview and asynchronous transcripts. All three sets of data produced evidence to suggest a positive impact of peer-to-peer and instructor-to-student interaction on learners' motivation. From the findings, peers' active participation and contribution in asynchronous conferencing emerged as some of the important motivational factors. Participants' freedom to experiment with a new role that allowed them to be in control of their own learning was particularly noted. They felt that their participation in asynchronous conferencing could result in an improved performance and better grades in the final exams. Nonetheless, time pressure emerged as a constraining factor for the students

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PD

Effective Instruction in the Blended Learning Classroom

With the growing prevalence of blended learning in classrooms across the country, the need for teacher training for effective blended learning implementation is critical. This research study focuses on the skills and training required to implement blended learning effectively. Observations of classroom instruction and professional development, surveys, and interviews with teachers and administrators added to an extensive literature review to inform training recommendations for school sites and teacher education programs. The results show that professional development is effective when it includes peer observations and collaboration, modeling of best practices, and the integration of blended learning programs with instructional practice. Individualized differentiation, constructivist learning opportunities, and strategic grouping are also key elements of effective blended learning implementation. With carefully planned professional development, teachers can use blended learning in the classroom to engage students and offer rigorous learning experiences that prepare students to be critical thinkers in school and beyond