Teacher education for inclusive education in the Arab world: The case of Jordan

This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among them a teaching force that is not adequately prepared to teach all children. This challenge arises partly because, without content on inclusive education, current pre-service and in-service programmes produce teachers who lack the skills to work with children with special needs in mainstream classrooms. This article focuses on teacher education in Jordan, where the problems and challenges surrounding teacher education programmes for inclusive education mirror those in other Arab countries. In Jordan, training for inclusive education is very limited at both pre-service and in-service levels, both because the idea has only recently been introduced and because of limited financial resources in the country. Still, the growing interest in adopting an inclusive education system has raised awareness about the importance of providing teachers with education that enables them to work with children with special needs in inclusive settings.     

Computational Technologies of Arabic Language and Its Contribution in E-learning Study on Grammar and Spelling Proofing Tools

This study sheds light on the role of computerized Arabic language technologies in e-learning. Examples of these technologies are the grammar and spelling proofing tools, which can be used to indirectly teach Arabic to the users of such computer tools. Users of Arabic grammar proofing computer tools employ them to achieve correct Arabic sentences in Arabic processing programs. The proofing tools＇ role ends when they accomplish their regular tasks of proofing grammar and spelling of the Arabic text. This study, however, aims for the proofing tools to transcend their usual role into taking part in teaching Arabic grammar to their users. The study explores the function of the proofing tools, and introduces the most famous Arabic grammar and spelling proofing tools. The paper then elaborates the basic tasks of proofing applications, and further reflects how these applications can be used to teach Arabic to Arab users. The method used here is highlighting a set of the most common grammar and spelling mistakes corrected by such tools. Among the common mistakes are： confusing the glottal stop Hamza to the long vowel /a：/-Aleph as the initial letter of words, and the Arabic Ta （ ）-a voiceless/t/to the fricative （ ） /h/as the ending letter of some Arabic words. Users also sometimes mistake the diphthong/aj/to the vowel/a/both written using the Arabic letter ＂Ya＂, and are confused by the ＂Irab＂ （the system of nominal and adjectival suffixes of Arabic） of the duals, sound masculine plurals, verbs in the present tense, conjugation of the five verbs, and verbs in the imperative form. The new mechanism proposed highlights additional tasks to the proofing tools, which may develop the Arabic e-learning techniques, including： underlining and analyzing the error, pointing out the grammatical rules on the issue in question, citing old Arabic texts and highlighting the word in question, documenting the grammar rule from Arabic references, linking the common mistakes together, whether of the same user, or all Arab users, and notifying the user that he/she has repeated this mistake.     

Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation

Abstract

In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests.     

The <Emphasis Type="Italic">MinK</Emphasis> framework: towards measuring individual knowledge

Knowledge is the currency of the current economy and a vital resource for sustaining organisational performance in today’s knowledge-based intensively competitive business environment. To avoid the detrimental consequences of knowledge loss, managers are urged to identify where knowledge stocks exist and how knowledge flows within their organisations by identifying knowledge holders among their employees. Although some studies have attempted to use different methods to measure knowledge at the organisational level, very few have addressed the individual knowledge holder. Moving from a critical literature review of the existing knowledge measurement approaches, this paper proposes a novel framework that enables organisations to measure individual knowledge in the business context using a set of metrics, which are subsequently validated via a series of in-depth interviews with senior managers. A summary of the managers’ views on individual knowledge measurement is presented, and reflections on the industry application of the proposed framework and recommendations for its improvement are also discussed.     

Evaluation of tactical training in team handball by means of artificial neural networks

While tactical performance in competition has been analysed extensively, the assessment of training processes of tactical behaviour has rather been neglected in the literature. Therefore, the purpose of this study is to provide a methodology to assess the acquisition and implementation of offensive tactical behaviour in team handball. The use of game analysis software combined with an artificial neural network (ANN) software enabled identifying tactical target patterns from high level junior players based on their positions during offensive actions. These patterns were then trained by an amateur junior handball team (n = 14, 17 (0.5) years)). Following 6 weeks of tactical training an exhibition game was performed where the players were advised to use the target patterns as often as possible. Subsequently, the position data of the game was analysed with an ANN. The test revealed that 58% of the played patterns could be related to the trained target patterns. The similarity between executed patterns and target patterns was assessed by calculating the mean distance between key positions of the players in the game and the target pattern which was 0.49 (0.20) m. In summary, the presented method appears to be a valid instrument to assess tactical training.     

Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?

Feedback on student work is a key mechanism for improving learning in higher education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n = 1017) across different courses from a post-1992 university in the UK were surveyed and categorised into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices. The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback.     

HPT and Six Sigma: Is There a Difference That Matters?

This article explores the major differences and similarities between Six Sigma and human performance technology or human performance improvement (HPT or HPI). It addresses the definitions and foundations of both Six Sigma and HPT as major performance improvement approaches. It explains how their methodologies are similar in some aspects and different in others. It compares the popularity and applicability of the two approaches in both small and large companies. It discusses the psychological elements underlying each method. Moreover, it considers the criteria of success in managing HPT and Six Sigma projects. It also addresses the reasons for the similarities and differences between the two processes and suggests an integrated approach that focuses on both human and nonhuman improvement in an attempt to overcome the limitations of each approach.