STRATEGIES OF WEB­BASED INSTRUCTION IN TEACHING AND LEARNING OF PHRASAL VERBS IN ENGLISH: A COMPARATIVE STUDY

Web­based learning is the most effective strategy in delivering the best training to the maximum number of learners at the lowest cost. Fifteen modules in different web­based instructional strategies viz. OT, OTswSRM and OT­OC have been developed. The results of the study reveal that the performance of e­learners on Communicative English through internet is very much encouraging.   Article visualizations

A Systematic Literature Review of Student Assessment Framework in Software Engineering Courses

Background: Software engineering are courses comprising various project types, including simple assignments completed in supervised settings and more complex tasks undertaken independently by students, without the oversight of a constant teacher or lab assistant. The imperative need arises for a comprehensive assessment framework to validate the fulfillment of learning objectives and facilitate the measurement of student outcomes, particularly in computer science and software engineering. This leads to the delineation of an appropriate assessment structure and pattern. Objective: This study aimed to acquire the expertise required for assessing student performance in computer science and software engineering courses. Methods: A comprehensive literature review spanning from 2012 to October 2021 was conducted, resulting in the identification of 20 papers addressing the assessment framework in software engineering and computer science courses. Specific inclusion and exclusion criteria were meticulously applied in two rounds of assessment to identify the most pertinent studies for this investigation. Results: The results showed multiple methods for assessing software engineering and computer science courses, including the Assessment Matrix, Automatic Assessment, CDIO, Cooperative Thinking, formative and summative assessment, Game, Generative Learning Robot, NIMSAD, SECAT, Self-assessment and Peer-assessment, SonarQube Tools, WRENCH, and SEP-CyLE. Conclusion: The evaluation framework for software engineering and computer science courses required further refinement, ultimately leading to the selection of the most suitable technique, known as learning framework. Keywords: Computer science course, Software engineering course, Student assessment, Systematic literature revie

Struggling Adolescent Writers Describe Their Experiences

Abstract Writing continues to be difficult for adolescents throughout the United States. There is little known about writing from the adolescent\u27s perspective. This case study describes six 8th graders\u27 thoughts and motivations on writing. The purpose of the current study was to examine the perceptions and experiences of struggling adolescent writers by taped participant interviews of six students, three male and three female, which scored below proficient on their state writing assessment. The conceptual theoretical framework for the current study is Bandura\u27s social cognitive theory. The central research question of this study focused on the experiences of adolescents who struggle with writing on state assessments. Qualitative data were collected during a three week period and analyzed in two stages. Stage 1 was the analytical compiling of the data into categories; stage 2 examined the data for patterns, themes, and relationships. Thematic analysis revealed six themes. Analysis of data supported the theoretical framework that students who struggle with writing were low on morale and motivation on writing assignments. Results of the study included a desire in the students to excel on their writing assignments, but the eagerness was subdued by the challenges they faced in writing. The data showed that students struggle with the amount of knowledge they have on a given topic and the techniques used to write a coherent sentence. Students stated that they need guidance to gather information on a given topic and with organization of their writing. In response to the students\u27 perceptive, teacher can plan, implement, and guide students towards success in writing. This study can contribute to social change as it will guide teachers of writing instruction strategies that will respond to the challenge of mastering a difficult and complex subject

Brophy’s Motivation to Learn: CLASSROOM APPLICABILITY

Jere Brophy’s motivation to learn theory, as supported by his theory of learning communities strongly implies that the average K-12 student can be motivated by a teacher to strive to learn academic material, is the focus of this study’s investigation. Through the process of philosophical inquiry, this study offers a constructive critique of Brophy’s public school motivation to learn theory and his ideal learning communities as it applies to the pedagogy of teachers. The study will show that while Brophy claims that his learning community supported by an “authoritative” teacher is a necessary condition for successfully socializing motivation to learn as a disposition, his motivational theory does not require this community. Dewey’s conception of “freedom” is used to explore how students might adopt motivation to learn as a disposition. The study concludes that Brophy’s theory is only partially useful to typical classroom teachers attempting to foster students’ motivation to learn

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

Aim/Purpose This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors

Online Assessment System with Integrated Study (OASIS) to enhance the learning of Electrical Engineering students: an action research study

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher.This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision.The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention