International Journal of Instruction
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Palestinian Language Learners' Learning Strategies: A Case Study of Medical Students
No full textThe topic of learning strategies has often been researched in the contexts of second language acquisition and language pedagogy. New developments in these fields and change in the characteristics and needs of new learner populations in different contexts call for additional research in this area which is characterized by change and variability. The objective of this study is to throw more light on the issue of strategy use in specific contexts, namely, the Palestinian one. It hence looks at the strategy preference and use by a group of 73 freshman medical students (how sample was selected). The researchers employed Oxford's Strategy Inventory to Language Learners (SILL) as an instrument to survey the frequency of use of different strategy categories and the specific strategy types that belong to them. SPSS program was used to analyse the data. Results show that compensation strategies are the most frequently used by Palestinian medical students, followed by the metacognitive, cognitive, memory, social and affective respectively. These results might provide insight into "good learner strategies" as these medical students are usually considered high achievers since they have obtained the highest scores in the Palestinian high school exit exam (Tawjihi). Results of this study clearly imply that learners in specific contexts may show different trends, hence, more research in specific contexts around the world is called for. Also, learners in such specific contexts need special guidance in using the strategies that they do not show high competence in
Flipped Classroom in Online Speaking Class at Indonesian University Context
No full textSince the teaching-learning process must go online, it is assumed that conducting a flipped classroom could promote students’ active learning. Thus, this classroombased research attempts to investigate the implementation of the flipped model in an online speaking class. It examines students’ learning outcomes on speaking skills after studying in flipped classroom model. Participants of this study were 1styear students of the Railway Mechanical Technology study program (N = 24). The numerical data were collected from pre-test and post-test video speaking, marked based on IELTS speaking band descriptor. Those test results were analyzed using paired sample t-test, Pearson r correlation, Cohen d coefficient, and one-way ANOVA. The findings reveal that flipped classroom model offers learning opportunities and engagement since the teacher has delivered the video material before the class. Particularly, this model also promotes active learning for some students. Moreover, the statistical analysis showed significant differences in which the flipped classroom model effectively enhances students’ learning outcomes in speaking skills
Open Higher Education for Refugees to Access: Virtual Learning in the Covid-19 Pandemic
No full textThe access to university and the continuation of education for people in refugee situation are investigated herein as from four initial questions: how did Covid-19 find society and this is cause displacement cases?; what is a refugee’s situation in the process of the world interruption of face-to-face education?; what are the conditions for refugees to migrate to virtual education?; and what are the actions and responsibilities of international organizations (IOs) concerned with education? The qualitative research of descriptive and exploratory character, with a theoretical approach, made use of a literature survey and of IOs reports in the ambit of education to systematize and to analyze the orientations and their implications in distance learning initiatives for refugees. The importance of university actions and of refugees’ participation is verified in decision-making in the context of government public policies, at different levels, bound to agreements and covenants. The emancipatory perspective of education, open to (im)migration, besides palliative policies, is made essential for their access and social integration in the digital educational governance complex
Blended Learning and Student Mathematics Ability in Indonesia: A MetaAnalysis Study
No full textCurrently, masses of studies on mathematics learning getting to know have been discovered in numerous literatures supported by the use of blended learning model. This meta-analysis study aims at determining the overall effect of using blended learning. This study analyses 36 effect sizes from ERIC documents, Google scholar, and repositories from 2012 to 2021, overlaying a total of 1255 students. To support calculation accuracy, JASP software is used. effect size is decided with an appropriate confidence level of 95%. This study found that the effect size generated using the random effects model was 1.269 (Very High Effect). This finding shows that on average, students in Indonesia who use blended learning effectively can improve their math skills. This study finds out how far the effect of the use of blended learning on students' mathematical abilities and provides information for the use of the next blended learning model
Using the Model of Benchmarking of Educational Services in a Socially Responsible Education-Innovation Cluster during the Covid-19 Pandemic
No full textPurpose of the study is to substantiate the feasibility of using the model of benchmarking of educational services in the socially responsible educationalinnovative cluster in the context of Covid-19 pandemic. Specifically, the authors focus on justify a "nuclear" approach to the cluster formation. The processoriented benchmarking model was used to apply best practices of providing higher educational service in the context of Covid-19 pandemic. The method of factor analysis was used to determine the impact of each of the 4P subsystems of benchmarking. Using the method of benchmarking makes it possible to develop a final competitive product in the context of the Covid-19 pandemic - an educational service for all industry and territorial stakeholders. In the light of Covid-19 pandemic, the formation of socially responsible educational-innovative clusters in Ukraine is one of the most promising and effective trends to modernize the provision of educational service. The uniqueness of the educational service is created by strengthening and synergizing the competitive advantages and competencies of all participants in the educational cluster: teachers, students, employers, research staff, the local community
Language Preparation of International Nursing Students: A Study of Learning Motivations and Decisions
No full textStudy abroad is not an easy decision for international students who cannot manage the local language and academic courses, particularly nursing students who need to communicate with their patients in clinical environments. This study aims to explore international nursing students’ experiences of pre-sessional language prerequisite courses in South Korea. Three directions were categorised, including what are the motivations and reasons to come to South Korea, how do the international nursing students describe their Korean language courses as the prerequisite for their nursing programme at one of the South Korean universities, and why did the participants select South Korea as their destination for the nursing programme. Based on the Social Cognitive Career and Motivation Theory and a qualitative design, the researcher invited 12 participants who are taking the presessional language courses before the nursing programme commencement. The results indicated that personal considerations, interest in career development, and financial considerations are three of the key elements. The outcomes of this study allowed the nursing school leaders and government agencies to polish their current curriculum plans, international students’ recruitment strategies, and post-study career developments for international nursing students in the East Asian region
A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher
No full textThis study is a linguistic ethnographic investigation of teacher identities in an English for Medical Purposes (EMP) classroom at one of the medical colleges in the kingdom of Saudi Arabia. It focuses on the discursive shifts of teacher identities in his classroom interactions. An eclectic qualitative methodology that incorporated principles of Linguistic Ethnography was employed in this study. Classroom observation was the main method for data collection. When necessary, an informal conversation with the teacher was carried out after classroom observation to obtain further clarification of what had happened during the observation. The class was observed for 13 times during the first semester of the academic year 2019/2020. Five salient identities were constructed by the teacher: the expert, the counsellor, the student, the storyteller and the controller. These identities were found to be fluid and multiple and became temporarily salient in different classroom interactions. The teacher mediated classroom discourses by constantly shifting relationships and identities along the inclines of power. This study concludes that teacher’s discursive identities portray positive self-image and account for students’ active engagement and involvement in the learning process
Digital Competences of Vocational Instructors with Synchronous Online Learning in Next Normal Education
No full textThis research study was conducted with the following objectives: to develop; evaluate and; investigate the vocational instructors’ satisfaction with the online instructional management developed using the synchronous online learning with 2,233 vocational instructors from the Office of the Vocational Education Commission, Ministry of Education, from five regions of Thailand, namely the Central, the Northern, the Northeastern, the Southern, and the Eastern Regions and Bangkok. The research findings revealed that the vocational instructors’ digital competence consisted of the following abilities: 1) analysis of course content; 2) application of video conference systems; 3) management of online classes; 4) management of online learning resources; 5) management of online learning activities; 6) development of tests; 7) development of instructional media; 8) development of instructional videos; 9) arrangement of active-learning activities; and 10) online evaluation and assessment of instruction. The vocational instructors’ digital competence in online instructional management after the synchronous online learning was found to be significantly higher than before the learning, at the p-value rate of .01. Overall, 93.19% of the vocational instructors were reported to pass the evaluation of online instructional management. The vocational instructors were found to be satisfied with their own digital competence in online instructional management at the highest level
Exploring E-Learning Community of Inquiry Framework for Engineering Education
No full textThis study aimed to investigate engineering students' learning experiences in eLearning Community of Inquiry (CoI) framework that integrates social, teaching, and cognitive presence to promote collaboration and critical thinking. Data analyzed quantitatively with descriptive statistics and multiple linear regression using IBM SPSS Statistics 26. The research location was at a state university in Bengkulu, Indonesia. Data were collected from 187 students consists of 112 men and 75 women. The questionnaire was derived from three elements of CoI. The results showed that (1) teaching presence has a higher contribution to cognitive presence than social presence for engineering education, (2) students were ready to construct the CoI in e-learning, and (3) students have positive feedback for the CoI evaluation in engineering education. Recommendations for engineering education include lecturers should be equipped with pedagogical competence and facilitate discussions using the CoI framework. Furthermore, students should contribute more actively to the social and cognitive presence
Enhancing Critical Thinking Skills of Junior High School Students through Discovery-Based Multiple Representations Learning Model
No full textThis study aimed to measure the effectiveness of the Discovery-based Multiple Representation (DMR) learning model that use to improve student critical thinking skills (CTS) of students on environmental change material. This study used the pre-experiment method, with a one-group pretest-posttest design. The populace of this study was students in MTs 2 Sleman. The sample was selected by a random sampling technique amounting to 60 people. The instrument used to collect data on critical thinking capability was an essay test to measure the effectiveness of the DMR learning model in increasing students' CTS. The data analysis technique used paired sample t-test with (p= .05) to test the effectiveness of the DMR learning model. The results showed that the DMR learning model increased student CTS significantly in natural science learning. The normalized gain value of 0.25 indicates the enhancement of student CTS at the middle category. Thus, the DMR learning model is useful as an alternative to improve students' CTS on environmental change topics