6,449 research outputs found
Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting
The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learnersâ psychological state seems of paramount significance, since it could be either an aid or a barrier to studentsâ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in
higher education within an Algerian English as a Foreign Language (EFL) setting.
Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner
differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this
ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and
outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university
in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachersâ
interviews, learnersâ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities.
The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the
unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between studentsâ attitudes and teacherâ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation.
The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic
impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration
The relationships between job crafting, idiosyncratic deals, internal locus of control, psychological empowerment, and work engagement among Pakistani academicians: a moderated mediation model
This study aimed to investigate the mediating role of psychological empowerment on the relationship between job crafting, idiosyncratic deals and work engagement among academicians of Pakistani public universities. This study also examined the moderating effects of internal locus of control on job craftingâpsychological empowerment and idiosyncratic dealsâpsychological empowerment relationships. The motivational process of job demands-resources (JD-R) theory was used to underpinned the study framework. A cross-sectional survey using the simple random sampling technique was carried out to elicit responses from the participants. Using an online survey, 324 useable responses were obtained which is 53.33% response rate. The data analysis was
conducted using the Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that both job crafting and idiosyncratic deals have a significant positive relationship with work engagement. Likewise, psychological empowerment partially mediated the relationship between job crafting, idiosyncratic deals, and work engagement. Interestingly, internal locus of control did not moderate the idiosyncratic dealsâpsychological empowerment relationship but did moderate the job craftingâpsychological empowerment relationship. Counterintuitively, the relationship between job crafting and psychological empowerment became stronger when internal locus of control was high. Further, internal locus of control enhanced the indirect effect of job crafting on work engagement through psychological empowerment. However, the
indirect effect of internal locus of control on the relationship between idiosyncratic deals and work engagement through psychological empowerment did not meet the standard for significance. Further, job crafting had a stronger effect on psychological empowerment and work engagement for academicians with an internal locus of control. The results show that the top management of the public universities need to consider
the impact of psychological empowerment and internal locus of control to usurp these to enhance academiciansâ work engagement
Myanmar higher education in transition: the interplay between state authority, student politics and international actors.
The Myanmar âperiod of transitionâ (2011-2021) has often been described as a puzzle. Various scholars have begun to engage with the Myanmar context in an effort to grasp the essence of the transition it underwent during President Thein Seinâs USPD and Aung San Suu Kyiâs NLD governments. My work focuses on a specific policy sector, higher education, with a view to contributing to this scholarly debate regarding what was actually happening inside this complex country âtransitionâ, especially in terms of collective participation in the process of political and social change. Reviewing existing scholarly literature on the politics of higher education, my study employs a triangle of analysis in which higher education reform is framed as the interplay of action on the part of âstate authorityâ, âstudent politicsâ and âinternational actorsâ. What does this interplay lens reveal if we consider Myanmarâs âperiod of transitionâ? I argue that it shows the ambiguity and contradiction of tangible pushes for progressive social change that coexisted with authoritarian currents and the reinforcement of the societal position of dominant elites. At the policy level, ultimately, a convergence of interests between international actors and state authority served as the force driving the new higher education reform towards a neo-liberal model of governance and autonomy. This work unpacks the higher education reform process thanks to qualitative data gathered through extensive participant observation, in-depth interviewing and critical discourse analysis, shedding light on the rich narratives of those involved in the politics of higher education in Myanmar
âStill Blundering into Senseâ. Maria Edgeworth, her context, her legacy
âStill Blundering into Senseâ. Maria Edgeworth, her context, her legacy. This collection of international contributions, as well as celebrating Maria Edgeworthâs 250th anniversary, proposes some further investigation on two fundamental aspects of her thought and legacy, still little examined in depth: her interest in the education of the young (and of the adults supposed to educate them) in an empirical perspective, explicitly scientific, open to different religious confessions and addressed to all social classes; and the urge for a wider and shared tolerance for alterity. The various essays in the collection offer some insight on the multi-layered relationships between the universe of education and its relationship with the development of knowledge, literature â particularly childrenâs literature â and pedagogy, as well as between womenâs emancipation and the development of both individual and social identity. Their common ground is a dialogic perspective aiming to connect areas of scholarship, which the academia generally classifies into separate research fields
The Play and Place of Criticism
Originally published in 1967. In The Play and Place of Criticism, Professor Krieger addresses basic questions related to criticism in the title essay that forms the introduction to this collection and that constitutes a considered statement of his "contextualist" position. In agreement with Spitzer, Krieger believes that the critic has a valuable part to play in relating the "new words" of the individual poem to the "old words" of the language. He goes further in identifying the role of the critic as essentially rhapsodic, a sharing-in and an expression of the poet's "fine frenzy," which, when it succeeds, transports the critic beyond words and dooms his analytical efforts to failure. Thus, while defending the critic's right to exercise "the free play of the mind" in approaching his subject, the author insists that the critic recognize his subordinate "place" in performing his act of mediation. Elsewhere in the volume Krieger uses other terms and metaphors to explore similar problems revolving around the mediate and the immediate in poetry and criticism. In calling for a poetry of "still movement," for example, he examines both the opposition and the union of temporal with spatial or plastically formal elements, of the dynamically empirical with the statically archetypal. Having defined his critical position in these ways, Krieger relates it to other schools of criticism and applies its methods to the analysis of works by Shakespeare, Pope, Arnold, Hawthorne, and others
Craft Sciences
The field of âCraft Sciencesâ refers to research conducted across and within different craft subjects and academic contexts. This anthology aims to expose the breadth of topics, source material, methods, perspectives, and results that reside in this field, and to explore what unites the research in such diverse contexts as, for example, the arts, conservation, or vocational craft education. The common thread between each of the chapters in the present book is the augmented attention given to methodsâthe craft research methodsâand to the relationship between the field of inquiry and the field of practice. A common feature is that practice plays an instrumental role in the research found within the chapters, and that the researchers in this publication are also practitioners. The authors are researchers but they are also potters, waiters, carpenters, gardeners, textile artists, boat builders, smiths, building conservators, painting restorers, furniture designers, illustrators, and media designers. The researchers contribute from different research fields, like craft education, meal sciences, and conservation crafts, and from particular craft subjects, like boat-building and weaving. The main contribution of this book is that it collects together a number of related case studies and presents a reflection on concepts, perspectives, and methods in the general fields of craft research from the point of view of craft practitioners. It adds to the existing academic discussion of crafts through its wider acknowledgement of craftsmanship and extends its borders and its discourse outside the arts and crafts context. This book provides a platform from which to develop context-appropriate research strategies and to associate with the Craft Sciences beyond the borders of faculties and disciplines
Good Issues and bad tidying: what GitHub can tell us about agency in project-based group modelling work for higher education
Collaborative project work in technology-enabled environments at university is essential for learners to become ready for an increasingly global, complex, and virtualised workplace. Research on effective pedagogical and technical design for computer supported collaborative learning in higher education (CSCL) has often taken place in synchronous contexts, using specialised technology platforms. However, large-scale changes to work and education resulting from the COVID-19 pandemic necessitate the development of pedagogical and research approaches that support students working asynchronously, in distributed teams, using collaboration platforms that extend beyond institutional infrastructure.
Within the field of CSCL, knowledge building research has shown collaboration to be a complex systems phenomenon, involving the intersection of individual and collective efforts to actively advance the groupâs shared knowledge, but studies analysing interaction data have been resource-intensive to conduct. Contemporary workplace platforms such as professional knowledge environments have multiple design affordances consistent with knowledge building principles, as well as the capacity to generate rich data about user activity. However, we have little understanding to date as to how these environments can support knowledge building pedagogies and facilitate associated research.
This study uses a case study approach and thematic analysis to investigate the activity of three university groups engaged in a collaborative modelling task over time. It investigates how agency emerges during project work in professional knowledge environments, and how the system interaction data can extend our understanding of effective collaboration processes. The results show that the GitHub platform can support knowledge building pedagogical designs in facilitating individual and collective agency in higher education group work, and provide insights into epistemic, regulative and relational aspects of learner behaviour at individual and group levels.
These findings extend our understanding of effective learning design to novel environments of a type likely to be used by our students in the workplace, and make design and methodological contributions to research on computer-supported collaborative learning
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