Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students

This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study. The quantitative findings from a 10-item CLL questionnaire suggested that while the students’ and teachers’ perceptions of CLL strategies were generally consistent and positive, some disparities emerged in terms of their perceptions towards pair work, 3–6 as a group work, interview, and role playing. The qualitative findings from interviews and classroom observations provided some possible explanations to the differences discovered. The quantitative findings also revealed that foreign language type was not a factor differentiating students’ and teachers’ perceptions of CLL strategies. Some practical implications are provided for the effective implementation of CLL strategies in novice-level foreign language classrooms.     

Interactions in vocational education: negotiation of meaning of students and teaching strategies

This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students?=?20) and teacher (n teachers?=?5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups?=?5) discussing vocational core problems. Each group held five discussions (n discussions?=?25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced.     

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15–20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low.

Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools.

Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana.

Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a ‘processual analytical approach’ with the view to catching realities of ABL practices in the Ghanaian educational setting.

Results: Our analysis reveals that whereas the literature on ABL emphasises multi-tasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils’ work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics.

Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools.     

A novel three-dimensional tool for teaching human neuroanatomy

Three‐dimensional (3D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross‐sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3D neuroanatomy to first‐year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2D methods. Then, during laboratory review, the experimental group constructed 3D color‐coded physical models of the periventricular structures, while the control group re‐examined 2D brain cross‐sections. At the end of the course, 2D and 3D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2D or 3D visualization, only the scores for the 3D questions were significantly higher in the experimental group (F_1,85= 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ² = 0.14, n.s.). Our results suggest that our 3D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery. Anat Sci Educ. © 2010 American Association of Anatomists.     

Public understanding of science as basic literacy

Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies.     

Student perceptions of effective lecturers: the need to recognise the role of ethnicity and choice of discipline

ABSTRACT

University student perceptions of effective teaching have been explored in previous studies, however, research is lacking regarding how perceptions of teaching efficacy vary by ethnicity and programme of study. In this study, student perceptions of effective teaching are explored between STEM (Science, Technology, Engineering, and Mathematics) and non-STEM major students of four ethnic groups: Europeans, Asians, Māori, and Pasifika. The study sample comprised 2073 students from a New Zealand university who completed a survey in 2016. Firstly, the findings indicated that non-STEM major students were more likely to report culturally knowledgeable as an important characteristic compared to STEM major students. Secondly, the distribution referring to content knowledgeable, creative, culturally knowledgeable, and passionate as characteristics of effective teaching was different between the four ethnic groups. In detail, Europeans and Māori were more likely to refer to content knowledgeable than Pasifika students, while Pasifika students were more likely to refer to culturally knowledgeable compared to Europeans. Furthermore, the highest percentage of referring to creative as a characteristic of effective teaching was for Asians, and the highest percentage of referring to passionate was for Māori students. The findings imply that lecturers should be well informed about these differences to be able to improve the quality of their teaching and student learning.     

The Effect of Service Learning on Community College Students

This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence.     

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What is Your Syllabus Saying about You?

The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a community psychology course. The syllabi varied by the hypothetical instructor's technology policy (encouraging of appropriate technology use in the classroom, discouraging of all technology use, or a mixture of both) and instructor gender. Results showed that students rated instructors similarly on the Competency/Communication factor across all conditions but rated them significantly lower on the Rapport factor when the syllabus included a discouraging technology policy. Rapport ratings were also associated with students' self-reported dependence on technology. High instructor Rapport was associated with high levels of students' technology dependency in the encouraging technology policy condition (r = .29, p < .05), but low levels of technology dependency in the discouraging condition (r = ?.31, p < .05). Our findings suggest that if instructors include technology policies on their syllabi that restrict inappropriate technology use, they should also indicate situations in which technology use is appropriate.     

Impact of interdisciplinary learning on the development of engineering students’ skills

ABSTRACT

This paper intends to present an interdisciplinary project carried out in a School of Engineering, and to refer to its effects in the development of students’ skills. This project’s main goal was to present students with an intellectually demanding challenge which implied overcoming the disciplinary barriers thus integrating knowledge to solve the problems they were challenged with. After the project had been concluded, a study was carried out using a qualitative methodology by conducting two focus groups (n?=?16). The main goal of this procedure was to get a better perception of (1) how students understood the project; (2) what kind of skills students considered to have developed throughout the project, and (3) the importance they have attributed to this kind of project. The results demonstrate that students are aware of the relevance of the project not only for their education process but also for the development of their skills. The results of the study also reveal that the students involved in the project have been capable of identifying the specific skills that the project work had intended to address and develop.     

Learning with and from: positioning school students as advisors in pre-service teacher education

This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.     

Mature students’ journey into higher education in the UK: an interpretative phenomenological analysis

ABSTRACT

This article reports on issues of diversity in the context of widening participation in global higher education (HE). Mature students represent a third of the HE student population in Australia, Canada, UK and the USA. More research is needed to understand factors that can facilitate or hinder access to HE for this group. The aim of this study was to examine factors that a small group of mature students perceived influenced them as they made the decision to take up HE. Six undergraduate students at a British university who were on track to finish their studies took part in semi-structured interviews. All participants were white and from families with no previous experience of HE. Mean age was 42.7 years (range 35–51), and 50% were female. The interviews were analysed using Interpretative Phenomenological Analysis. Through using phenomenological analysis to analyse perceptions of changing motivation and goals during the decision-making process to take up HE, a detailed understanding of the complexity of these change processes was obtained. The analysis offers evidence that mature students experience far-reaching personal and social changes related to their decision to enter HE and adds a novel understanding of these identity-changes. This new insight is of fundamental importance to the field because the novel understanding of mature students’ meaning-making could be used to tailor interventions to facilitate access to HE for mature students.     

A Test of the Infusion Method

ABSTRACT

Objective: The purpose of this study was to examine whether the infusion method of teaching social work students about populations at risk is an effective educational strategy.

Method: Participant MSW students were given pretests and posttests of the Attitudes Toward Lesbians and Gays Scale at the beginning and end of the semester in which the infusion method of teaching about vulnerable populations including gay men was used in a required course on psychodynamic developmental theories.

Results: Students' homophobic and antigay attitudes were lowered to a statistically significant degree.

Discussion: All of the significant change occurred in the section with students whose mean pretest scores were in the mid range of the total group. Neither the sections with the highest or lowest mean score were affected. This illustrates the challenges of influencing firmly held values yet suggests that the values of those less decided can be influenced by this teaching method.     

‘Culture of Religion’ – a controversial secular school subject

ABSTRACT

This paper analyses the context, emergence, organisation and curriculum of the school subject known as ‘Culture of Religions’ (Kultura religija), which is given as an example of good practice in the Toledo Guiding Principles of the OSCE. It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today.     

Concept map structure,gender and teaching methods: an investigation of students' science learning

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany.

Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success?

Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups.

Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions.

Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success.

Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test.     

Girls and science education in Mauritius: a study of science class practices and their effects on girls

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.

Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.

Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.

Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.

Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.

Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.     

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students’ level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user’s body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F_(10,133) = 3.14, P < 0.001), increased time on task (F_(1,275) = 5.70, P < 0.01), and a high level of engagement (F_(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.     

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-Cycle-Score (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students’ attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers’ attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.