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Valuation of Ecosystem Services by Local Communities Around Matang Mangrove Forest Reserve, Malaysia
No full textMatang Mangrove Forest Reserve (MMFR) on the west coast of Peninsular Malaysia is one of the longest managed mangrove forests for sustainable charcoal and pole production. To understand the interactions between nearby communities and the mangrove ecosystem, a systematic sampling of the houses for questionnaire-based interviews was conducted, and the data were analyzed through multiple correspondence analysis and group comparison tests. In general, Malay communities have higher mangrove-related knowledge and utilization levels than Chinese communities. Out of 124 respondents, 31% use mangroves as fuel, 44% for construction material, 13% for medicine, and 2% for food, drinks, or animal feed. Although personal collection is limited, there is a heavy reliance on mangrove charcoal and poles purchased from the market. While being a major (wood) production forest, the mangrove reserve is also an important fishing ground for 56% of the respondents, where trawler encroachment and the use of illegal fishing gear are common problems. Respondents observed sea level rise, sedimentation, and pollution in the area; depopulation is a prominent problem for some Chinese communities. Our findings show that coastal mangrove fishing communities are facing new environmental and social challenges; thus, supportive policies should be in place to ensure their livelihood and wellbeing
Enriching online flipped classrooms with feedback strategies
No full textFlipped classroom is a type of learning method where students are introduced to content at home while practicing, reflecting, or discussing it in class. In this study, we explore how different feedback strategies impact learning performance, motivation, and satisfaction in online flipped classrooms within a higher education context. Using a quasi-experimental design, 123 undergraduate students were randomly assigned to one of four conditions: teacher feedback, group peer feedback, dialogic peer feedback, and one-way peer feedback. Data were collected using a validated learning performance test, motivation, and satisfaction questionnaire with established reliability. Results indicated that group peer feedback significantly improved students’ learning performance, motivation, and satisfaction compared to other strategies. Additionally, those receiving teacher feedback excelled in the educational dimension of learning and reported greater satisfaction with domain-specific learning. These findings highlight the impact of different feedback strategies on student learning in online flipped classroom environments
One size does not fit all - mapping informal and formal professional development activities of vocational teachers
No full textVocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these changes. A longitudinal study was conducted to study the professional development activities of vocational teachers in the Netherlands. It resulted in a typology of formal and informal professional development activities. This typology consolidates preceding typologies, and specifies these for the context of vocational education. During a two-and-a-half year period, 26 experienced teachers detailed their informal and formal professional development activities in learner reports. The 386 activities identified were grouped in six categories of informal professional development activities and in five categories of formal activities. In total, three quarters of the activities could be characterised as informal, embedded in daily practice. Our typology could encourage vocational schools in facilitating professional development more effectively.</p
One size does not fit all - mapping informal and formal professional development activities of vocational teachers
No full textVocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these changes. A longitudinal study was conducted to study the professional development activities of vocational teachers in the Netherlands. It resulted in a typology of formal and informal professional development activities. This typology consolidates preceding typologies, and specifies these for the context of vocational education. During a two-and-a-half year period, 26 experienced teachers detailed their informal and formal professional development activities in learner reports. The 386 activities identified were grouped in six categories of informal professional development activities and in five categories of formal activities. In total, three quarters of the activities could be characterised as informal, embedded in daily practice. Our typology could encourage vocational schools in facilitating professional development more effectively.</p
