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Promoting interaction in the hybrid learning environment: challenges and solutions for international students in higher education
Get PDFIn the years 2020 and 2021, a total of 1,142,352 international students pursued their higher education degrees in the U.S. (SEVIS, 2022), many learning in English for the very first time. International students benefit from interaction in the classroom to support their learning and continued English language development (Loewen & Sato, 2018). The interaction hypothesis (IH) is a helpful lens to consider language interaction in a variety of learning environments (Long, 1996). More specifically, the IH suggests that modifications and negotiations made during conversational interaction help language learners process input. Although the IH has traditionally focused on the traditional face-to-face classroom setting, it may also support our understanding of language interaction in virtual and/or hybrid environments. The current study thus aims to extend the IH to virtual/hybrid environments and explore strategies that promote interaction between international students and their peers/instructors in the hybrid classroom. This phenomenology study adopts a sequential mixed method design. First, a survey will be used to collect instructors’ preferred strategies and tools for promoting interaction in their hybrid courses. Based on the findings, follow-up interviews will be conducted to investigate the rationale, challenges, and solutions in promoting interaction among international students in hybrid courses. Interviews were transcribed and coded for thematic analysis ((Saldaña, 2013).
The findings of this study aim to expand the Interactive Hypothesis and add the lens of hybrid learning to the existing theory. The findings illustrate the challenges that international students face, instructors’ solutions to cope with those challenges, and instructors\u27 challenges in their hybrid teaching. Also, the findings provide effective strategies, tools, and recommendations for instructors to promote international student interaction in the hybrid learning environment. Lastly, the findings indicate participants’ theoretical understanding and reflections regarding theories that apply to hybrid teaching
Is it in the job description? Best practices for school psychologists’ advocacy for systemic change benefiting Black students
Get PDFSchool psychologists can be essential team members in driving systemic change towards achieving educational fairness, as their experiences, perspectives, and actions significantly contribute to this effort. This qualitative phenomenological study delved into an in-depth investigation of the lived experiences of school psychologists who have committed themselves to advocating for transformative changes that have a direct influence on the educational paths of Black students. The research design entailed conducting in-depth interviews with practicing school psychologists who have actively engaged in advocacy campaigns. The objective of phenomenological inquiry was to reveal the fundamental nature of individuals\u27 experiences, providing insight into the obstacles encountered, accomplishments attained, and the affective and cognitive aspects of their endeavors in advocacy. The study sought to analyze the perspectives of professionals in order to uncover common themes, trends, and effective tactics utilized in their work. The data revealed several prominent themes, including the implementation of culturally responsive methods, the fostering of collaboration with varied stakeholders, and the creation of creative intervention programs. This study examined the strategies employed by school psychologists that navigate institutional frameworks and power dynamics in order to exert impact on systemic change. Furthermore, this study took into account the influence of individuals\u27 personal and professional identities on their efforts to promote a cause or engage in advocacy. As the ongoing disparities in academic achievements and disciplinary approaches are addressed, this study aimed to shed light on the narratives and phenomenological insights that can enhance our understanding of effective advocacy strategies. By exploring these insights, researchers can gain a deeper understanding of the optimal practices for school psychologists as they navigate the intricate landscape of systemic change, particularly in their efforts to support Black students. This qualitative phenomenological study served as a valuable addition to the current body of literature by offering a more profound comprehension of the lived experiences of school psychologists in their role as advocates for systemic change. The objective of the research was to provide insights that could guide the creation of training programs, policies, and practices that enable school psychologists to effectively promote educational equity and inclusivity for Black students
Gaseous product identification and kinetic analysis of solid/liquid reactions between alkali chlorides with nitric acid solutions
No full textAs this work is not yet published, the authors have requested the removal of the abstract