Asynchronous online discussion: Instructor facilitation vs. peer facilitation

Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use asynchronous online discussion activity to develop student thinking skills, problem solving skills, and others. There are many factors that may affect student participation in asynchronous online discussion forums such as discussion topics, group size, ground rules of the discussion forums, facilitation skills, and others. We believe that facilitators play an important role in the success of asynchronous online discussion. Usually instructors or students serve as facilitators for online discussion activities. In this study, we explore participants" preference in terms of facilitator (instructor facilitator vs. peer facilitator). In addition, we also found out the reasons for their preference. © 2010 Wing Sum Cheung & Khe Foon Hew.published_or_final_versio

Predictive Factors of Players\u27 Acceptance of Using Massively Multiplayer Online Role-Playing Games (MMORPGs) to acquire English as a Second Language

This study was designed to replicate and extend Bourgonjon et al. (2010)’s study on the factors predicting students\u27 acceptance for using video games in the classrooms. In this study, an Exploratory Factor Analysis (EFA) and reliability test were conducted to validate the adapted instrument using the data collected from 371 participants. Then, a path model was formulated to examine the factors predicting players\u27 preference for using MMORPGs to learn L2 English vocabulary. The results show that the factor of perceived learning opportunities is the most important factor in predicting players\u27 preference, meaning that players would prefer to use MMORPGs to learn vocabulary if they think MMORPGs can provide opportunities to learn. In addition, the factor of perceived ease of use has an indirect influence on players\u27 preference through learning opportunities. I expect that this study, along with further research in this area, will help teachers integrate MMORPGs or related game mechanics into their regular instruction to provide increased engagement and interaction opportunities to English language learners

Exploring computer assisted learning for low achieving children: A comparative analysis study

Learning assistance or support is essential for a learner regardless of their cognitive ability and learning preference. Computer assisted learning (CAL) is one of the facilitation that widely explored as alternative learning assistances with different concepts, approaches, contents and target users. The main concern of this study is to explore and identify learning concepts and approaches that have been employed in previous research for normal and learning disabilities learners. In relation with the intention, 15 articles from past five years (2010-2015) are selected for review and analysis processes in this comparative analysis study.The finding shows some similarities and differences of CAL concept and approach for both type of learners. Some insights and suggestions are drawn based on the extracted concepts and approaches specifically for low achieving children as their learning assistance in primary school

A study of children’s musical preference: A data mining approach

Musical preference has long been a research interest in the field of music education, and studies consistently confirm the importance of musical preference in one’s musical learning experiences. However, only a limited number of studies have been focussed on the field of early childhood education (e.g., Hargreaves, North, & Tarrant, 2006; Roulston, 2006). Further, among these limited early childhood studies, few of them discuss children’s musical preference in both the East and the West. There is very limited literature (e.g., Faulkner et al., 2010; Szymanska, 2012) which explores the data by using a data mining approach. This study aims to bridge the research gaps by examining children’s musical preference in Hong Kong and in South Australia by applying a data mining technique – Self Organising Maps (SOM), which is a clustering method that groups similar data objects together. The application of SOM is new in the field of early childhood education and also in the study of children’s musical preference. This paper specifically aims to expand a previous study (Yim & Ebbeck, 2009) by conducting deeper investigations into the existing datasets, for the purpose of uncovering insights that have not been identified through data mining approach

Financial remittances, trans-border conversations, and the state

How does the reception of remittances change the views of those left behind? In this paper, we compare the impact of financial remittances (transmission of money) with the impact of social remittances (transmission of ideas and values) on preferences about the role of the state in the economy (in particular, the role of the state in creating jobs, reducing inequality, and securing citizens’ well-being). Using data from the Latin American Public Opinion Project (2008–2010), we find that social learning via cross-border communication is positively associated with preference for an enhanced role of the state

Learning Styles and Class Performance in Hybrid Finance Classes

We analyze the effect of student preferred learning style on course performance in an introductory finance class using the VARK learning styles survey developed by Fleming and Mills (1992) and validated by Leite (2010). Learning styles refer to the preferred way used by learners to understand, process, and retain information. The VARK framework classifies learners as Visual, Auditory, Reading, Kinesthetic, or Multimodal (combination of the previous) learning styles preferences. Using a sample of 79 non-traditional undergraduate students enrolled in business finance classes at a public urban university in the U.S. Southwest, we find that student preferred learning style has no impact on student performance, as measured by overall course grade. Prior cumulative GPA is the main determinant of course grade suggesting that students with higher GPA are likely to perform well in class, regardless of learning style preference. Results are robust after controlling for variables known in the literature to be potential determinants of grade, such as age, gender, ethnicity, dependents, or hours enrolled in the semester

Do the students' preferred pedagogy relate to their ethnicity?

An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments

Learning styles of students attending a 1st cycle leading to a degree in Education

Licenciatura in Education is a first degree-leading programme that aims at preparing students to carry out education-related tasks in several institutions under the supervision of a senior professional. To qualify for independent work, a graduate in Education should complete a follow-up two-year professionalising Masters programme. To become autonomous professionals, students need to develop learning how to learn competences so that they can actively and continuously update their knowledge-base and develop their professional competences. The ways people use to learn depends on their learning style. Research indicates that undergraduates in Education tend to be reflexive or active with regard to Learning Styles. If Licenciatura in Education students follow this tendency, then they would be expected to become risk-takers and action-oriented as well as good entrepreneurs in their future professional lives. Hence, the objective of this paper is to identify the Learning Styles of the 2010/2011 University of Minho students attending a 1st cycle leading to a first degree in Education. The Portuguese version of the Honey-Alonso questionnaire was applied to 115 students attending each of the three academic years of the Licenciatura in Education. Data were analysed with reference to the four Learning Styles categories developed by the questionnaire’s authors. Students do not show a very high or a very low preference for any of the learning styles. Most of them show high preference for the reflexive learning style (85%) followed by the theoretical one (59%). Female students may be a bit more pragmatic and reflexive than their male counterparts. The order of choice of the study programme and the year that students are attending seem to be unrelated to the students’ preferred learning styles. The preferences for the reflexive Learning Style may be a good indicator of success in developing learning how to learn competences. However, these students may lack both ability to use that knowledge and willingness to get involved into new experiences. Therefore, instead of just trying to match their teaching strategies to their students preferred learning styles, teachers at both the undergraduate and the post- graduate levels should try to adopt teaching styles able to develop their students’ learning styles that are most relevant for students’ professional lives

Andragogy for All? A Look at Arkansas Community College Students\u27 Preferences for Andragogical Assumptions

Community colleges are tasked with juggling multiple missions. They provide open access to education for adults in their community, work with industry partners to educate the local workforce, and provide relevant programming to the communities they serve. When compared with students at four-year institutions, community college students are older, more ethnically and racially diverse, come from lower socioeconomic statuses, and less academically prepared. Like other community colleges across the country, one of the primary goals of Arkansas community colleges is to help their students succeed. Unfortunately, the state has historically performed poorly in regard to educational outcomes. To get the state back on track, Governor Hutchison enacted a law that moved institutions of higher education to a performance-based model. While student success has always been a concern, beginning in the 2018 academic year, it also became a measure that directly impacts Arkansas higher education institutions funding. Now, more than ever, it is essential for these institutions to understand what is needed to help students succeed. Matching teaching strategies to student learning preferences is one way to ensure student success. According to the Organization for Economic Cooperation and Development (OECD), “Learning strategies may affect individuals’ ability to learn” (2011b, p.5), and research has shown that accounting for learners’ preferences affects learning performance (Jones et al., 2019; Onder & Silay, 2016; Roessger, 2013). With a better understanding of students’ learning preferences, educators and administrators can make more informed decisions on what learning strategies and approaches to use. Andragogy has been a widely accepted model for teaching adult learners, though many criticisms exist surrounding the learning method’s relevance. Some argue that andragogical assumptions fail to consider issues of gender (Sandlin, 2005), race/ethnicity (Duff, 2019), other social contexts like socioeconomic status and culture (Hansman & Mott, 2010; Lee, 2003; Sandlin, 2005). Others cite a lack of empirical evidence as the reason for their criticism (Merriam et al., 2007; Taylor & Kroth, 2009). A recent study conducted by Roessger et al. (2020) gives credence to all of these concerns, as they found that on an international level, preference for andragogical assumptions varies based on age, gender, education level, occupational skill level, culture, country of origin, and ability of the country to meet basic needs. This study used multiple linear regression to investigate the relationship between student preferences for andragogical assumptions and their age, race/ethnicity, gender, socioeconomic status, college readiness, class standing, program type, and culture. It also investigated whether age influences the relationship between gender and preference for andragogical assumptions. Significant relationships were found between preference and gender and preference and race/ethnicity. No significant relationship was found among the remaining variables. Even with the significant findings, it appears preference for andragogical assumptions among Arkansas community college students is high. As such, educators at these institutions should consider employing andragogical methods in their classrooms. Future research should continue to focus on how individual student characteristics relate to learning preferences

Valoración del estudiantado sobre el uso del material interactivo en materias de la Universidad de Lleida

El trabajo se centra en el uso de contenidos digitales como objeto de aprendizaje en asignaturas de la Universidad de Lleida. El estudio se realizó en estudiantado el curso 2010-2011 a partir de un cuestionario. La finalidad era averiguar cuál es el formato que el estudiantado considera más útil durante el proceso de enseñanza-aprendizaje. Los resultados muestran que los estudiantes valoran positivamente los contenidos interactivos, pero prefieren disponer del texto para estudiar.This article explores the use by students of digital contents in curricular subjects at the University of Lleida. Students taking these subjects were administered a questionnaire during the academic year 2010-2011. The main aim of this project was to analyze the kinds of format that students consider most useful for their learning processes. The results obtained suggest that although students consider interactive contents positively, there is still an overall preference for text formats when it comes to studying