The influence of traditional beliefs on Vietnamese college lecturers’ perceptions of face

In an East Asian context heavily influenced by Confucian ideas on principles for living and behaving, ‘face’ plays a significant role in Vietnamese people’s thinking and behaviour. In the context of education, Vietnamese teachers’ concerns of saving face in classrooms have been implicitly taken for granted but not yet seriously examined in academic research. The paper addresses this gap in the research literature by presenting the results of interviews with 15 lecturers in a Vietnamese Teacher Training College. It is argued that the concepts of face and saving face are significant to the participants and their ideas of saving face are largely influenced by traditional Confucian standards in education. In particular, teachers are believed to save face by upholding the belief that they represent an unquestionable source of knowledge, maintaining a ‘noble distant image’ in relations with their students, and receiving respectful behaviours from their students. These beliefs could be one source of resistance to educational reforms regarding interactive pedagogies in Vietnamese higher education. It is argued that teachers’ concerns of saving face in Vietnamese classrooms deserve more attention from educational planners and researchers.     

Self-regulated learning and students’ perceptions of innovative and traditional learning environments: a longitudinal study in secondary education

This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments.     

A cross-national study of teacher’s perceptions of online learning success

This study examines success factors in online learning from the instructors’ perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs–process–outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.     

Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning

This study examined the relationship between students’ perceptions of the learning environment, high school performance, approaches to learning, and learning outcomes (generic skills development and course satisfaction). A sample of 74,687 undergraduates from 39 full-time regular universities in China responded to a questionnaire comprising four self-constructed scales. The results supported the reliability and validity of the instruments. A structural equation model showed that approaches to learning mediated the relationship between perceptions of the learning environment and learning outcomes. Specifically, deep approach was found to positively predict learning outcomes. Good teaching positively predicted deep and surface approaches, as well as learning outcomes. Student-faculty and peer interactions were strong predictors of learning approaches and learning outcomes. High school performance had weak effects on learning approaches and learning outcomes. These findings highlight the need of developing new instruments for assessing Chinese undergraduate students’ learning and have implications for improving undergraduate teaching in China.     

A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.     

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

European Journal of Psychology of Education - The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring...     

An exploratory study on singaporean secondary school students’ perceptions of choral learning

This paper explores 122 secondary school students’ perceptions of the choral learning environment. A survey questionnaire was developed taking into consideration the responses of a pilot study in which students were requested to list what they liked and disliked about the choir. The participants rated their degree of agreement on a five-point scale on psychosocial and other perspectives of choral learning. Three research questions were posed: (1) What are Singaporean secondary school students’ perceptions of choral learning? (2) Are there any gender differences in their perceptions of choral learning? (3) Are there any across school differences in their perceptions of choral learning? The findings of the study were discussed from the perspective of Singapore’s education and learning environment research.     

Staying the distance: students’ perceptions of enablers of transition to higher education

Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.     

Reciprocal modeling of university students’ perceptions of the learning environment,engagement, and learning outcome: A longitudinal study

While researchers have proposed a reciprocal and bidirectional relationship among students' perceptions of their learning environment, engagement, and learning outcomes in college learning, scant research has effectively tested this assertion using longitudinal data. The present study examined this relationship with the use of an auto-/cross-lagged longitudinal structural equation modelling across a lag of 2.5 years. University students’ (N = 966) perceptions of the learning environment, engagement, generic skills, and GPA were surveyed and collected at sophomore and senior years. In addition to significant auto-lagged effects, the cross-lagged results showed unidirectional predicting paths from prior perceptions to subsequent engagement, and reciprocal and bidirectional relationship between engagement and generic skills. The results provided partial support for the reciprocity of these variables, and confirmed the important role of engagement in the process of college student learning, which extends previous cross-sectional findings in theoretical meaningful ways.     

Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions

Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a quantitative–qualitative mixed research method, the current study aimed to analyse the effects of a learning-oriented e-assessment training and guidance programme on university lecturers’ perceptions of the importance of assessment, their competence in assessment and their actual use of assessment, and to consider lecturers’ experience and perception when implementing learning-oriented e-assessment in one of their courses. The results of the quantitative research showed a significant difference between the pre-test and post-test measures in the competence and use criteria for the following four categories: ‘assessment planning and design’, ‘monitoring of student learning’, ‘participation of students in the assessment process’ and ‘improvement and changes to the assessment process’. The qualitative results support the quantitative outcomes, providing some insight into lecturers’ perception of the experience.     

Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments

This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

     

Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process

Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition of diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness of different types of prompts on learning in such environments. The presented study experimentally compared the effects of two types of prompts on participants’ judgment accuracy and diagnostic processes in a video-based simulation for diagnostic skills in the context of secondary mathematical argumentation skills. The prompts focused learners either on one indicator of argumentation skills (conceptual prompts) or two indicators and their relation (interconnecting prompts). Results indicate that the prompts effectively supported learning in short interventions. While conceptual prompts led to generally higher learning, interconnecting prompts showed a differential effectiveness based on prior knowledge. Besides highlighting a prototypical video-based simulation for diagnostic skills and prompts to support these, results give indications for teaching diagnostic skills and the adaptive use of prompts for simulation-based learning.     

Impact of science-technology learning environment characteristics on learning outcomes: pupils’ perceptions and gender differences

Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods in the classes. The current research included three stages: field research, pilot research and expanded research. In the field research, an intervention program was planned and implemented. The intervention program included a three-year inservice training workshop consisting of 224 hours each year. Quantitative and qualitative tools were used to assess teachers implementation of the intervention program. The findings revealed the characteristics of the science-technology learning environment and various learning outcomes. The pilot research enabled the development and validation of a questionnaire called the Science-Technology Learning Environment Questionnaire (STLEQ). The STLEQ was aimed at assessing teachers and pupils perceptions of learning environment. The conclusions from the pilot research showed differences between teachers and pupils perceptions towards the impact of learning environment characteristics on learning outcomes.In the expanded research, two cohorts of pupils participated, namely, the 2002 cohort (N = 207) and the 2003 cohort (N = 159). These cohorts had studied science-technology in junior-high school. The findings of the expanded research partly match the findings from the pilot research, leading to insight into the pupils perspective of the science-technology learning environment. No gender differences were found in pupils scoring of learning outcomes. On the other hand, boys scored higher than girls on Computer Usage. This research enables researchers and teachers to use the questionnaire in order to investigate pupils perceptions of their learning environment.     

Structural relationship between learners’ perceptions of a test,learning practices,and learning outcomes: A study on the washback mechanism of a high-stakes test

The study aimed to explore the washback mechanism on learning by investigating the structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes via structural equation modeling. The participants in this study included 3105 Chinese senior high school students. Exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were used in the analyses of the data. This study found that learners’ perceptions of test validity, impact, and importance affected their learning practices in different ways and to different degrees. The research results also showed that four types of English learning practices had significant, positive, but differential effects on learning outcomes. The effect size was partly associated with the frequency of engagement with each learning practice. Based on the findings, some implications and suggestions were drawn for learners, teachers, test designers, and test authorities.     

From learners to volunteers: A qualitative study of retirees’ transformative learning in Taiwan

ABSTRACT

In Taiwan, older adults over the age of 65 made up 12.51% of the population in 2015, causing the government to promote older adult education to help achieve active aging. As a result, more elderly people have attended learning activities and applied new skills to volunteering. The researcher conducted focus group interviews with 93 older adults from 13 service learning groups to illuminate this process of transforming from learner to volunteer. The findings are as follows. (a) The retirees and empty-nesters undergo discovery during the learning process in order to become learners. (b) These learners then become volunteers through the support from teachers and key persons, through the desire to share learning outcomes, and through answering the call to serve others. (c) The transformative learning rewarded the older adults with improved physical, spiritual, and mental health, as well as gratitude and a new sense of meaning in life.     

Maintaining teachers’ face in the context of change: results from a study of Vietnamese college lecturers’ perceptions of face

Gaining and saving face are very important in Vietnam as a mechanism of social control, including the professional behaviour of teachers. Interviews with 15 lecturers (aged 24–37) at a teacher training college in a Central Coast province of Vietnam illustrated the relationship between their concepts of face and their beliefs about good teaching. Most were still strongly influenced by traditional Confucian beliefs about the role and position of teachers, the nature of teachers’ knowledge and the relationship between teachers and students. On the other hand, some teachers also were aware of, and to a limited extent open to, more modern ideas that seemed to be related to broad social changes and reforms in approaches to teaching and learning in recent decades in Vietnam. The findings suggest that some teacher educators are uncertain about the value of traditional professional wisdom in the context of critical changes in society and in education. The research also suggests that the concepts of face and saving face are important for teachers’ sense of agency, and that Vietnamese educational authorities could increase the effectiveness of innovations in teacher education by paying attention to the influence of concepts of face on the teachers’ beliefs and behaviours.     

Evaluating students’ perceptions and attitudes toward computer-mediated project-based learning environment: A case study

This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’ for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support and Social Presence, were the strongest predictors of attitudes towards PW lessons.