212,814 research outputs found
Reducing cultural barriers via Internet courses
A web-based learning environment has been developed to support students from China who are studying in the UK and are confronted by many cultural barriers, which may impede their academic studies.The electronic environment incorporates a number of approaches to support learning, ranging from a simple text-based presentation to more active methods, including opportunities to use search-based learning strategies. Experimental results demonstrate a clear advantage for these active approaches.Internet support was also provided for students in the form of an E-learning course for academic writing, which featured extensive opportunities for interactions with English peers. The experimental results demonstrated that the group with access to the E-course successfully acquired skills, resulting in their academic writing being indistinguishable from native English speakers
The learning process in intercultural collaboration: evidence from the eChina-UK Programme
The eChina-UK Programme was established in 2002 and originally comprised a small
number of projects in which British and Chinese teams worked collaboratively to develop
and pilot e-learning materials in the field of education. Phase 1 of the Programme
spanned the period 2003 to 2005 and produced a number of practical outputs (Spencer-
Oatey 2007). Three follow-on projects were funded in Phase 2, which started in October
2005, and these included research reflecting on issues of pedagogy as well as the
creation of further teaching and learning materials. These projects ran until 2007 and, in
December of that year, Phase 3 of the Programme was put in place to capture insights
from the experiences of all of the completed projects. The goal of Phase 3, therefore, was
to draw out the learning from Phases 1 and 2 of the eChina-UK Programme with respect
to the management of intercultural aspects of international education projects.
In addition to the learning to be gained from the eChina-UK projects, the Phase 3 work
included new research both into data generated in Phases 1 and 2 and into other sources
of knowledge relating to intercultural effectiveness. The focus was on situating the learning
from the eChina-UK projects into a wider intellectual context. The intention was to
maximise the understanding of the intercultural management of international education
projects and enable the production of resources for those engaged in current and future
projects of this kind (Reid et al. 2009).
This paper presents findings from one strand of the research carried out during Phase 3 of
the eChina-UK Programme. The objective of this strand was to draw on data from eChina-
UK and related studies in order to produce theoretical and practical insights into the nature
of intercultural collaboration as a learning process. The focus on learning was primarily
determined by the realisation (from analysis of the eChina-UK data and other studies of
intercultural collaboration) that building intercultural competencies required significant
attention to individual and group learning. Any practical recommendations and resources
developed in Phase 3 of the programme would therefore need to pay attention to how
participants managed their learning during an international partnership. Similarly, we
might usefully be able to demonstrate how those planning such collaborations could
benefit from embedding good learning practices from the outset of their work.
The purpose of this paper is to summarise and analyse the findings from the empirical
work carried out within this strand of Phase 3 research. I have set out elsewhere the
theoretical background to this research and specifically to the development of the learning
process model utilised here (Reid 2009a). That model will constitute part of the material
available to researchers, managers and other practitioners through the Global People
Resource Bank (www.globalpeople.org.uk) developed in Phase 3 of the eChina-UK
Programme. None of this work would have been possible without the sustained support
and co-operation of our colleagues in the various eChina-UK projects and at our funding
body, the Higher Education Funding Council for England
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The First Year of Teaching Classroom Research to Increase Student Learning
Victor and Janisha were two of the focal students in Daniels's research project on
her first year of teaching in an urban public school. Together they reflect the two
major groups in this high school that has 45% Latino, 35% African American, ..
ALANZ handbook 2018
Co-edited Handbook for participants at December ALANZ Symposiu
ALANZ 2018
1st December 2018
Waikato Institute of Technology (Wintec) Hamilton
We are pleased to announce that the Call for Papers for the ALANZ SYMPOSIUM 2018 is now open. We invite proposals for paper presentations, interactive sessions and posters.
The landscape of English language teaching is constantly changing and as teachers contemplate new cohorts of learners, they face this question: Is business as usual enough?
In today’s settings there are new technologies to incorporate into learning and teaching, different teaching spaces becoming available, a need to balance fostering learner autonomy with the pastoral care of students, as well as ensuring that our teaching is relevant to the world our students face.
We would like to adopt a collegial approach to this question and so invite abstracts from members and non-members of ALANZ and in particular from new and emerging researchers.
Presentation types:
* Oral Presentations: These will be allocated 20 minutes and 5 minutes for questions (25 minutes total) usually supported with visual aids.
* Interactive sessions: These could be workshops or informal discussions around points of interest in Applied Linguistics (45 minutes) and could be supported by visual aids or activities.
* Posters: Often some research projects can be best presented in a visual manner in the form of a poster.
Abstracts (250 words max.) can be submitted to one of two committee members: * Anthea Fester email: [email protected] or * Celine Kearney email: [email protected]
Deadline for abstract submission: 7th September 2018
Notification of acceptance: 28th September 201
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The Challenge of Assessing Reflection: The Open University's Access Programme
Teacher competence development – a European perspective
This chapter provides an European perspectives on teacher competence development
- …