Student Creativity Boosting with Innovative Digital Activities to Enhance Study Course Quality

The article aims to introduce some digital activities for ESP (English for Specific Purposes) courses and show the effect of their introduction on the quality of study process in an ESP course and on its results. With the help of ESP course quality evaluation model (Rudzinska, 2011) ESP course quality is evaluated along the following criteria: study course clarity, adequacy, cooperation, individual work, variety, and deep approach. Quantitative and qualitative research methods are used to investigate the improvement of study process quality due to the introduction of digital tools. The base of the research are the students of a Latvian higher education institution (HEI) (Institution A) and a Romanian  HEI (Institution B), who from 2008/2009 to 2011/2012 studied ESP (Business English and Sports English) with the help of such digital tools as Bighugelabs, Piclits, Glogster, Textivate, Freemind and Wikipedia article creation. In Institution B student satisfaction level with the use of digital tools was surveyed through a 5-point Likert scale questionnaire and oral interviews. In Institution A the students freely reflected on their learning experience with the help of the mentioned digital tools. The results in both HEIs show high student satisfaction with the introduction of digital tools: in Institution B slightly satisfied were 15%, moderately satisfied: 10%, very satisfied: 58%, and extremely satisfied: 15% of respondents. Qualitative analysis showed that ESP course quality due to the introduction of digital tools improved in relation to quality criteria, summarized in the mentioned quality evaluation model (clarity, adequacy, cooperation, individual work, variety, and deep approach), as well as in relation to other quality criteria:  accessibility, availability, novelty, variety, creativity, an opportunity to be proud about the results of the work done; the weaknesses were due to lack of accessibility (Internet connection in my village is too slow), lack of creativity (I’m not very creative) and complicated techniques of digital tool application.

Designing an Intensive Bespoke Course in Cross-Cultural Communication

AbstractPurpose of study. In order to be successful in a multicultural society, business professionals need to develop a strong understanding of the reality of both their home and the foreign business environment. Sources of Evidence. The current paper will focus on the challenges and outcomes of designing an intensive bespoke course in cross-cultural communication (CC) for pre-service MA students in Tourism, Restaurants and Hospitality.Findings and Results. Designing a CC intensive module for future specialists likely to work in a multicultural team can represent a real challenge from the point of view of defining its objectives i.e. prioritizing content on the one hand, and of selecting the methods, strategies and style of delivery on the other so as to ensure relevance, usefulness, interactivity and accessibility. We further point out that modules of cross-cultural communication can be successful in ‘in vitro’ learning environments provided that they are made more real, meaningful and memorable by lifting activities off the printed page and by exploiting digital technologies that allow 7 days/24hours access to knowledge.Conclusion. In preparing future professionals to work in a global commercial environment, knowledge of the impact of cultural differences is one of the keys to international business success. Although intensive modules of intercultural communication can represent a real challenge when it comes to defining their objectives i.e. prioritizing content on the one hand, and selecting the methods, strategies and style of delivery on the other, they can be successful provided that activities are lifted off the printed page and are made more accessible, real, meaningful and memorable

ENGLISH FOR MEDICAL PURPOSES WITH EDMODO (EDMODO-EMP) - STUDENTS` FEEDBACK ON A TWO-YEAR PROJECT

Diagnostic feedback was used for teaching/learning evaluation with a group of Medical English students who were exposed to a blended learning approach for four semesters. Edmodo (edmodo.com) served as the platform for course delivery in order to offer them customized, higher quality learning experiences. The paper will present several skills-integrated activities carried out in Edmodo, results obtained but also challenges in designing authentic assignments while meeting the students` particular needs and keeping them genuinely involved. If students` grades reflected a superior learning experience, in order to evaluate their attitudes and satisfaction with Edmodo-EMP, which are equally important elements for providing quality language services, a ten-item questionnaire was designed and administered as part of their final assignment. Students reflected on how much and what they felt they had learnt, if the materials raised up to their expectations, and if they perceived Edmodo-based learning as a positive, important experience for their progress

A Model for Developing Adult Learner Effectiveness in New Roles and Environments

AbstractIntroduction. A glance at Plato's Republic confirms that the notion of learning through life is hardly new. Thus, with the development of ‘adult education’ came the view that education should be lifelong. Nowadays it must not be regarded as a luxury for a few outstanding individuals, nor as a stage of early manhood, but it is envisaged as a permanent necessity, an inseparable aspect of employment, and a part of life. Since life is viewed as learning, education has no endings, it is a cognitive process internal to the learner, which can occur both incidentally and in planned educational activities.Purpose of study/Sources of Evidence. Adult learners are employees or future employees who cross an organizational boundary that requires performance in a new organizational role or environment. Adult learner's development can be defined as all development processes used to advance adult students to desired levels of performance.This paper attempts to draft a model for developing EFL (English as a Foreign Language) adult learner effectiveness that could represent a foundation for developing more comprehensive performance improvement interventions. Three key questions are addressed: what learning content should be included in a comprehensive adult learner development program, what learning strategies are most effective to facilitate that learning, and what should be the role of educational institutions.Findings and Results. The conclusions of the study reveal that adult learners need to engage in four content domains in order to achieve performance goals: individual, people, organization, and work tasks. This development process is not linear, but rather cyclical, with novice learners having to cycle through learning tasks and learning events repeatedly. Conclusion. Effectiveness in new roles and environments can be achieved by interacting with other people, therefore social learning skills are of great importance, and learning occurs when engaged in work projects. Self-directed learning becomes the norm for adult learners who have to take initiative to go beyond their job-description. Adult learning has no definite beginning and ending points, it is a complex but continuous process

Culture-process and phenomenon, synchronic and diachronic, particular and universal

AbstractThe current title should not be analyzed in its strictest form, as the current paper is intended as a “niche” in the extremely vast plane of the creational phenomenon, a timid way of opening new horizons in analyzing a complex, controversial, synchronic and diachronic process – culture.Our attempt is full of risks since we can hardly claim to analyze and include all essential aspects that should totally satisfy the reader.As a sign of identity, culture remains a vividly disputed issue now that an integrating strategy of cultures is more and more conspicuously being delineated. Contrary to such integrating tendencies, cultural identities have to become elements that surpass stereotypes and standard structures, asserting the multiplicity of the cultural phenomenon wherever the plurality of forms and cultures does not infringe on universality.Admitting cultural diversity as a phenomenon as well as a process implies value, which represents an essential condition of historical survival. Cultural entities in the totality of their inner diversity demonstrate that the universal as a key concept of the contemporary world cannot be understood outside cultures as identity structures.Macro-history also implies “local history”, the universal at cultural level implies the particular not as simple mathematical sum but first and foremost as value and historical engagement. Current cultural unity can only exist through its structural and value diversity