121 research outputs found

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Beyond Quantity: Research with Subsymbolic AI

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    How do artificial neural networks and other forms of artificial intelligence interfere with methods and practices in the sciences? Which interdisciplinary epistemological challenges arise when we think about the use of AI beyond its dependency on big data? Not only the natural sciences, but also the social sciences and the humanities seem to be increasingly affected by current approaches of subsymbolic AI, which master problems of quality (fuzziness, uncertainty) in a hitherto unknown way. But what are the conditions, implications, and effects of these (potential) epistemic transformations and how must research on AI be configured to address them adequately

    Teaching languages in primary schools using educational technologies: Experiences of primary-school language teachers in Vietnam

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    Using educational technologies (ETs) in classrooms to teach languages in primary education has become increasingly popular worldwide in the last few decades. In Vietnam, since 2000, the government and the Vietnam Ministry of Education and Training (VMOET) have also encouraged teachers at all levels of education, including primary education, to use ET to support their teaching. The VMOET has created opportunities for teachers to improve their teaching with ET integration, with some teacher professional development (TPD) being offered. Thus, primary school language teachers in Vietnam have different experiences of using ET as well as the ET teacher professional development activities being provided. There have been a number of studies on teachers’ experiences of using ET and ET TPD in higher levels of education in Vietnam but few at the primary level, especially in language teaching. Therefore, this study examines the experiences of primary school language teachers and makes suggestions for teachers, school leaders, and policy makers to improve the quality of ET TPD activities, and thus the effectiveness of ET use in language classrooms. The research method used in this study to gain an insight into the teachers’ experience is a mixed-method approach under the lens of hermeneutic phenomenology. First, teachers of languages in primary schools were surveyed to identify the more specific phenomena to study. Then, I interviewed primary school principals, school technology coordinators, and individual teachers about their lived experiences of applying ET in their teaching to have a deeper understanding of their experience. I also analysed documents such as teachers’ e-lesson plans, school policies, and government policy to address the aim. There are three key findings of this study. First, the language teachers in this study experienced the use of a limited range of ET including both personal and school-owned ET, but most had a positive attitude and made judicious use of the ETs most of the time. Second, they experienced using ET with a teacher-centred approach, which means ET was substituted for printed materials and chalk and board tools to present the language e-lessons, although the VMOET was advocating for a more student-centred teaching approach with ET support. Third, these teachers had differing perceptions of the two types of ET TPD available. The formal TPD activities were not equally accessed, nor practical enough to address teacher needs, and any learning was not shared formally with colleagues; whereas, the language teacher's informal TPD activities were useful and met the teachers’ needs. These findings may be of use to teachers, school technology coordinators, and school leaders as confirmation of teachers’ predominantly positive perceptions of ET use and that they endeavour to use ET according to their availability and the language learning purpose for the teachers’ lessons. These findings affirm a shift in research attention from ET integration generally to a focus on curriculum specific subject use of ET for teaching and learning. Further recommendations include that the VMOET TPD programmes become more learner-centred to meet the needs of the teachers attending. Overall, these results confirm the need for bridging the gap between policy and the practice of using ET in language teaching in the primary education sector in Vietnam

    Age differences in conspiracy beliefs around Covid-19 pandemic and (dis)trust in the government

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    Objective: Times of societal crisis, such as the COVID-19 pandemic, during which people need to make sense of a chaotic world and to protect their health and lives, according to psychological research, represent suitable ground for the development of conspiracy theories about origins, spread, and treatment of the threat (coronavirus). Although numerous studies have been conducted on this issue since the beginning of the pandemic until today, most of the studies were conducted on the adult population with limited insights into development of the conspiracy beliefs in adolescence or over the lifespan. Objective of this study is precisely to explore how conspiracy beliefs regarding COVID-19 pandemic differentiate between multiple age groups (cross-sectional design), what are their sources and contexts, and how do they relate with the tendency to trust the government. Methodology: Data were gathered through eight focus group discussions with four age groups (11-12, 14-15, 18-19, 30+) in Serbia. Results: Based on critical discourse analysis, this paper identifies the differences in content and the sources of conspiracy thinking and how it relates to trust in the government. Study shows that high distrust in Serbian government is associated with conspiracy beliefs both within youth and adults. However, while among adolescents this finding is exclusively related with their beliefs that ruling structures have financial gain from the pandemic, against the interests of citizens, among adults it is related to the belief that the government (un)intentionally submits to the new global order that is managed by one or more powerful actors who are coordinated in secret action to achieve an outcome that is of public interest, but not public knowledge. Conclusion: The results will be discussed within current socio-political climate in Serbia, as well as the basis for understanding psychological factors which may underlie these tendencies in conspiracy theorizing, such as social identification, collective narcissism, authoritarianism, and social dominance orientation

    Using Translation Tools for L2-Learning in a Self-Regulated Environment

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    The goal of this dissertation is to investigate the use of Google Translate (GT), a free online translation software that includes translation, Text-to-Speech (TTS), and Automatic Speech Recognition (ASR) functionalities, for online self-regulated learning of Mandarin Chinese within an interactionist approach. It also explores how GT can be used for pedagogical purposes within a complex learning environment that combines computer-assisted language learning (CALL), online self-regulated learning (SRL), and informed by interactionist theories. This dissertation begins with a review of the literature around the importance of interaction in language learning, followed by how a fully online interactionist approach using GT as a language partner and interlocutor allows learners to practice language use whenever and wherever they please (Chapter 1). Next, the dissertation contains three manuscript-based chapters (Chapters 2, 3, and 4) and a concluding chapter (Chapter 5). Each manuscript explores one aspect of using GT for pedagogical purposes by addressing the following overarching research questions: 1) Can GT provide the necessary computer-assisted interaction including input, output, and feedback to promote second language (L2) learning (Manuscripts 1 and 2), and 2) Are learners willing and able to use GT in an online, self-regulated environment for the learning of Mandarin and its associated tones? (Manuscript 3). The first manuscript investigates the use of GT’s TTS as a source of Mandarin Chinese input when compared with a native speaker in terms of Intelligibility (how much is understood), Comprehensibility (how challenging something is to be understood), and Naturalness (how much does a synthesized voice differ from a human speaker). The second manuscript further explores GT’s ability to interact with a human interlocutor by investigating how much Mandarin Chinese speech can GT recognize at various language levels (intermediate, advanced, and native) and whether it can provide transcriptions accurate enough to be used as feedback by the language learner. The third and final manuscript investigate the pedagogical feasibility of using GT and its built-in features (translation, TTS, ASR) in an online, self-regulated environment by exploring how a small group of participants acquire language features, develop self-regulated learning strategies, and perceive the GT-enhanced pedagogical environment as a venue for language learning. This dissertation will contribute to the literature around using translation, TTS, and ASR software for language learning, as well as interaction theories, SRL, CALL, and the acquisition of Mandarin Chinese in general. This research innovates on existing online language learning research and interactionist approaches by positioning GT as an interlocutor despite its intrinsic limitations (it is after all, not a human). This dissertation will further help guide future research into how human beings can interact with computers for language learning and will only become more relevant as translation, TTS, and ASR software becomes more intelligent, capable, and life-like

    Language learning never gets old: learning a new language in later life

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    Is learning a new language when you’re older possible? And if it is, are there health benefits? Late-life language learning (LLLL) has become a hot topic over the last few years. It all started with studies finding cognitive benefits for life-long multilinguals, such as symptoms of Alzheimer’s manifesting up to 5 years later. Researchers then hypothesised that older monolinguals could maybe benefit from similar cognitive advantages by learning a new language later in life. To study this, we set up an online three-month English course for Dutch seniors. We wanted to know if it was possible to learn a new language later in life, what kind of teaching worked best, and if there were additional benefits to language learning. We found older adults to show agency over their language learning process. And to show big individual differences. These are most probably the result of all accumulated life experiences and, together with the language learning agency, make the older language learner unique. It is, however, very much possible for older adults to learn new languages and it is even considered to be a fun activity. Additionally, there are other benefits to LLLL such as cognitive benefits and increased well-being and language attitudes. As most of our results did not show big differences between the two types of language instruction, any form of language learning that is enjoyable for older adults is recommended

    Open World Learning

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    This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education

    Distant but Present : Rebuilding intersubjectivity in video-mediated interaction

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    Viimeisten vuosikymmenten aikana videovälitteisestä vuorovaikutuksesta ja tullut Skypen ja Teams-kokousten myötä erottamaton osa jälkiteollisen maailman arkea. Yleisyydestään huolimatta videovälitteinen vuorovaikutus koetaan usein vaillinaisena, ja sosiaalisten vihjeiden, kuten eleiden ja äänensävyn, merkitystä painottavat lähestymistavat korostavat, kuinka videovälitteinen vuorovaikutus on kasvokkaiseen verrattuna kylmää tai epäluonnollista. Vähemmän kuitenkin tiedetään videovälitteisen toiminnan vuorovaikutusdynamiikasta ja siitä, miten ilmeisistä rajoitteistaan huolimatta, tämä teknologinen alusta tarjoaa mahdollisuuksia jaetun ymmärryksen ylläpitoon ja korjaamiseen. Tässä neljästä tutkimusartikkelista ja yhteenvetoluvusta koostuvassa väitöskirjatutkimuksessa tarkastelen, miten tätä jaettua ymmärrystä meneillään olevasta toiminnasta, intersubjektiivisuutta, rakennetaan ja korjataan videovälitteisessä vuorovaikutuksessa ja miten kyseinen viestintäteknologia tulee toiminnan kannalta olennaiseksi näissä prosesseissa. Hyödynnän työssäni etnometodologista keskustelunanalyysia selvittääkseni, miten teknologian aiheuttamia yhteisymmärryksen ongelmia tunnistetaan ja korjataan sekä miten videovälitteisyys muokkaa näitä prosesseja. Käytän väitöskirjani tutkimusaineistona videotaltiointeja kolmenlaisista vuorovaikutustilanteista sosiaali- ja terveysalan todellisissa asiakastapaamisissa: 1) videovälitteisistä elintapaohjausryhmistä, jotka taltioitiin sekä ryhmän että ohjaajan näkökulmasta, 2) kotihoidon etäkäynneiltä, jotka taltioitiin joko hoitajien tai kotihoidon palveluja käyttävien ikäihmisten näkökulmasta sekä 3) etäkonsultaatioilta, joissa potilas ja yleislääkäri ovat yhteydessä erikoislääkäriin videoyhteyden kautta. Tämä monipuolinen aineisto mahdollistaa kahden aiemmassa tutkimuksessa tunnistetun videovälitteisen vuorovaikutuksen perusilmiön tutkimisen. Ensinnäkin, teknologiavälitteisyyteen liittyvä viive tuottaa jakamattomia vuorovaikutustodellisuuksia, joissa toimintojen ajoitukset suhteessa toisiinsa vääristyvät. Toiseksi, videovälitteisissä kohtaamisissa kehollisia toimintoja tuotetaan ja tulkitaan toisistaan irrallisissa pirstoutuneissa toimintaympäristöissä, mikä vaikuttaa näiden toimintojen tulkitsemiseen ja ymmärtämiseen. Analyysini osoittavat, että kuten kasvokkaisessa myös videovälitteisessä vuorovaikutuksessa yhteisymmärryksen ongelmia tunnistetaan edellisten vuorovaikutustekojen ja toimintojen luomia toiminnallisia odotuksia vasten: mikäli toinen osapuoli jättää tekemättä odotuksenmukaisen teon tai tekee jotain, mikä ei näyttäydy odotuksenmukaisena, voi toinen kohdella tätä yhteisymmärryksen hajoamisen merkkinä. Ratkoessaan näitä ongelmia, osallistujien pitää tuoda oma näkökulmansa toiselle tiettäväksi ja vastaavasti saada toisen näkökulma omaan tietoonsa. Tämän näkökulmien vastaavuuden aikaansaamiseksi osallistujat hyödyntävät kahdentyyppisiä yhteisymmärrystä korjaavia toimintoja, sanallisia eksplikointeja ja fyysisiä demonstraatioita. Koska videovälitteisyys irrottaa toiminnan tuottamisen ja tulkinnan ajallisesti ja tilallisesti toisistaan, sekä toimintojen odotuksenmukaisuuden tulkitsemisen että näkökulmien jakamisen edellytykset muuttuvat. Niinpä osallistujat sovittavat vuorovaikutustaan niihin toiminnallisiin mahdollisuuksiin, joita videoneuvotteluteknologia tarjoaa, saadakseen intersubjektiivisuuden palautettua. Väitöskirjatutkimukseni täydentää videovälitteistä vuorovaikutusta käsittelevää keskustelunanalyyttista tutkimuskirjallisuutta käsittelemällä sanallisten ekpslikointien ja fyysisten demosntraatioiden roolia intersubjektiivisuuden korjaamisen keinoina kolmessa erilaisessa palvelukontekstissa. Analyysini ja yleisen etnometdologisen teoretisoinnin pohjalta ehdotan, että laajempi teknologiavälitteisen vuorovaikutuksen tutkimuskenttä hyötyisi näiden lähestymistapojen tarjoamasta toimintojen kontekstisidonnaista merkitystä korostavasta lähestymistavasta kahdella tapaa: ensinnäkin, tutkimuksen huomio siirtyisi teknologioiden rajoittuneisuuden tarkastelusta ihmisten moninaisten ja luovien toimintatapojen tarkasteluun teknologiavälitteisissä ympäristöissä, ja toiseksi, tämä siirtymä tarjoaisi mahdollisuuden kestävämpien teoretisointien muotoilulle, ja siten ihmisen ja teknologian välisen suhteen tarkemmalle ymmärtämiselle.During the last few decades, video mediation has become ubiquitous in our social lives. This is due to accessible equipment and internet connections and societal changes that support the adoption of technologically mediated interaction. Research and theorising on video mediation have concentrated on measuring task performance and explaining it with the features of video mediation, often described as cold or poor compared to face-to-face interaction. Less is known about how interaction unfolds in video-mediated settings and how, despite the different possibilities for action compared to face-to-face settings, people are able to maintain and rebuild shared understandings in video mediation. In this doctoral dissertation, which is comprised of four empirical articles and an integrative chapter, I examine how the processes of intersubjectivity – that is, forming, maintaining and repairing a shared understanding of the ongoing action – are managed in interaction and how video mediation becomes consequential in these processes. I use ethnomethodological conversation analysis to examine how interactants recognise technology-generated ruptures of intersubjectivity, how they repair these ruptures, and how technical mediation becomes consequential for these practices in video-mediated interaction. I use data from three different settings: 1) video-mediated health counselling groups simultaneously video-recorded from both the group and the leader perspectives, 2) video-mediated tele-homecare visits between single home-dwelling older adults and professionals recorded in either the home environment or the professional’s office, and 3) hybrid tele-consultations recorded in a general practitioner’s office. The varied nature of the data in terms of institutional context, number of participants, technological settings and perspectives recorded enable analysing two recurring phenomena that have been recognised in ethnomethodological research on video-mediated interaction: a) how transmission delays produce non-mutual interactional realities where the timing of actions differ from different perspectives of action, and b) how limited video frames produce fractured ecologies which hinder the co-ordination of body movements and the use of artefacts. Based on the analyses of the data, I argue that as in face-to-face interactions, participants recognise the ruptures of intersubjectivity against the sequential relevance of actions. Whether or not the interactants recognise something as potential trouble for intersubjectivity is contingent on the distant participant’s ability to participate in an appropriate way in a given situation; that is, to produce sequentially relevant next actions. When resolving the ruptures of intersubjectivity, interactants need to make their perspectives available to others and have those others’ perspectives available to themselves. The interactants achieve this by two intertwined practices: verbal explications and physical demonstrations. When employing these practices, individuals orient themselves to the technological mediation as relevant by fitting their conduct to the media available to the other participants. Video mediation shapes the conditions of both evaluating sequential relevance and making perspectives salient, as it distorts both the timing of turns and the space in which bodily interactions are produced and received. Thus, when repairing intersubjectivity, interactants fit their repair practices to the affordances of the technological medium and the nature of a given misunderstanding. The study contributes to conversation analytic research on video-mediated interaction by examining the relationship of verbal explications and physical demonstrations with the more general topic of repairing intersubjectivity in video-mediated interaction. Based on these analyses, I suggest that the broader field of computer-mediated communication would benefit from the action-centred and context-sensitive mode of analysis offered by ethnomethodological conversation analysis, as this would highlight creative and diverse ways of using communication technologies and offer a more robust theoretical understanding of the relationship between human conduct and communication media
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