2,799 research outputs found

    Educational Policies for Integrating College Competencies and Workforce Needs

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    Explores the challenges of workforce development for a global economy in Brazil, Mongolia, Ukraine, and the United States, with a focus on basic skills development, internships, and the role of stakeholders. Recommends policy and curriculum changes

    Examining the reliability and validity of a Mongolian version of the student online learning readiness instrument using exploratory and confirmatory factor analysis

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    This study examines the reliability and validity of a Mongolian version of the Student Online Learning Readiness (SOLR) instrument in the Mongolian context. The instrument consists of 20 items used to evaluate technical competencies, social competencies with instructor, social competencies with classmates, and communication competencies. One thousand seven hundred and eight-six undergraduate students at the National University of Mongolia in Ulaanbaatar, Mongolia, participated in this study. Data were randomly split into two groups. The four-factor structure of the SOLR instrument explained 69.355% of the variance in the pattern of relationships among the items in the first half-sample. All four competencies had high reliabilities (all Cronbach’s alpha values were .84 or higher). The validity of the four-factor structure of the Mongolian-language version of the SOLR model was confirmed with the deletion of one item that cross-loaded on multiple factors. Confirmatory factor analysis confirmed the validity of the hypothesised model of the 19-item structure of the Mongolian-language version of the SOLR instrument using the second half-sample

    An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners

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    This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning

    International conference "Information technologies in education in the 21st century": Conference proceedings.

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    Proceedings of a conference which concluded TEMPUS project JEP 25008_200

    People’s Initiatives to Use IT for Development

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    human development, technology

    Book Reviews

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    Kahn Chronicle: Spring 2009

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    Title of Contents: Fact, Construction, InterpretationFaculty Fellowships AwardedCall for Faculty FellowsApplications for Student FellowshipsReinventing Eurasian IdentitiesCalendar of Upcoming EventsFestival of Disorder Mid-Year ReportDeceit Project Mid-Year Report2010-2011 Long-Term ProjectsA Note from the Directorhttps://scholarworks.smith.edu/kahn_chronicle/1010/thumbnail.jp

    Learning Places Project: Introducing, constructing and evaluating active learning environments

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    Being a Mongolian student in an ‘enclosed-wall’: an exploration of social identity construction of the Mongolian students in Minzu universities of China

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    Countries with domestic ethnic diversity confront many similar educational challenges: on one side, there is a need to address equalities in the public education system, thus ensuring that minority groups are able to access opportunities in education which engage their own cultures and languages; on the other side, it is apparent that equality is extremely complex and minority students across the world still confront obstacles in access to the full range of opportunities enjoyed by dominant social groups. In the context of China, the dual education system (Putong education system and Minzu education system) aims to address such challenges. Whilst these two systems run in parallel on an equal basis, they also implicitly segregate the ethnic minorities they are designed to serve.In order to explore the impact of the Minzu education system on minority students’ experiences, perceptions, and opportunities in China, this research sets the focus on minority students in higher education, specifically, the Mongolian students studying in the Minzu universities in China. ‘Social identity’ is used as the conceptual lens to explore the perceptions of Mongolian students and their experiences in the Minzu universities. Particularly, three aspects of social identity are focused upon: ethnic identity, learning identity and how these aspects of social identity are negotiated within the institutional context of Minzu universities. In order to investigate this, a total of 31 semi-structured interviews with Mongolian students were carried out in two Minzu universities.The major findings of the study suggest that the metaphor of an ‘enclosed-wall’ reflects the impact of the Minzu higher education system. More specifically, Mongolian identity and learning identity as two aspects of social identity are being constructed within the ‘enclosed-wall’ and this is manifested in two ways: the ethnic identity of Mongolian students becomes stronger within the Minzuuniversity but there is also a sense of segregation from others; there is a positive learning identity in Mongolian students but the disadvantages are meanwhile embedded in the learning identity. The disadvantages are reflected such as their vulnerable basis in English or Chinese language to compete in the employment market and the Mongolian language medium majors which they engage lack affirmation and applicability in the wider society.‘Enclosed-wall’ is not necessarily of negative connotations. Sustaining the education of Mongolian students in an ‘enclosed’ system offers valuable opportunities in terms of preserving the heritage of cultural and language diversity and engaging them in the learning process. However, when the ‘enclosed-wall’ is examined in the wider context where the challenges from labour market and global HE competitiveness become intense, it seems that the effects of the ‘enclosed-wall’ would pose barriers for Mongolian students to succeed outside the ‘wall’. Thus, the social identity construction of Mongolian students can illuminate the contradictions between the protection and development of opportunities for ethnic minorities in higher education and the continuance of their segregation and their experiences of disadvantages in education and the wider society

    Construction of Teaching Resource Database of Intercultural Communication in Minzu Universities

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    This paper carefully sorts out the current situation of intercultural communication teaching resources, analyzes the existing problems, and aims to put forward the corresponding measures for the construction of resource database in combination with the training objectives of intercultural communication curriculum in Minzu universities
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