T T eaching at higher education to a multicultural society with a digital orientation has become tough. Students feel unhappy as passive learners in a black and white mode of classroom (Arif, 2012). Moreover, in modern 21st century diverse classrooms, people of all ages and experiences participate; their capacities to learn and engage in class activities dramatically differ from each other. To meet this challenge, the social scientists, educationists and IT specialists have come up with new techniques of teaching and learning in a flipped classroom organized in a blended learning format (Garrison & Kanuka, 2004). Such a teaching and learning technique is minimally practiced in Pakistan. While exploring case studies over the subject from all over the world, we decided to experiment with it in a local private university.Emerging trends of technological integration in education and globalization with cultural diversity require rethink- Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.orgTüm dünyadaki üniversiteler, amaçl› ö¤renmeyi sa¤lamak için bildirimsel h›zland›r›lm›fl harmanlanm›fl ö¤renme (declarative accelerated blended learning, DABL) ve tersyüz s›n›flar gibi yenilikçi yöntem aray›fllar› içindedir. Pakistan'›n yüksekö¤retim kurumlar›nda flu ana kadar böyle bir etkileflimli teknoloji kullan›lmam›flt›r. Temel ‹ngilizce derslerindeki ö¤renme üzerinde DABL'nin etkisini ölçmek için özel bir üniversitenin sosyal bilimler fakültesinde bir pilot uygulama yürütüldü. Bu niceliksel çal›flman›n amac›, lisans düzeyindeki ö¤rencilere temel ‹ngilizce ö¤retiminde fieffaf Çevrimiçi Dil (Transparent Language Online, TLO) program› kullanarak yenilikçi ö¤renme tasar›m›n›n ve tersyüz s›n›flar›n etkinli¤ini araflt›rmakt›r. Evrensel, herkese uyan bir model benimsemek yerine, bilgisayarl› teknoloji ile tümlefltirme yoluna gidilerek ö¤rencilerin bireysel eksikliklerine etkili bir flekilde cevap verebilecek ihtiyaca özgü bir ö¤renme tasar›m› haz›rland›. Standart bir de¤erlendirme görevi (‹ngilizce dilinde 12 yayg›n hatan›n tan›mlanmas› ve düzeltilmesini içeren) uyguland›. Çal›flma her bir bölümde 90 ö¤renci olmak üzere ile 3 bölümden toplam 270 ö¤renci ile yürütüldü. Her bir derse kat›lan ö¤renci bölümlerinin seçimi için rasgele tabakal› örnekleme ve her bölümden ö¤renci seçimi için nüfus say›m› örneklemesi kullan›ld›. Sonuçlar, ö¤renmeye olan ilginin ve motivasyonun artt›¤›n› ve bunun da akademik performans› art›rd›¤›n› göstermektedir. Bu çal›flma, lisans ö¤rencilerine temel ‹ngilizce ö¤retiminde ihtiyaç temelli ö¤renme tasar›m› ile teknolojinin bütünlefltirilmesinin en iyi sonucu verdi¤ini göstermektedir.Anahtar sözcükler: Bilgisayar arac›l› teknoloji, bildirimsel h›zland›r›l-m›fl harmanlanm›fl ö¤renme (DABL), fieffaf Çevrimiçi Dil (TLO), tersyüz s›n›flar, yüksekö¤retimde ö¤retme ve ö¤renme.Universities all over the world are in search of innovative methods to ensure purposeful learning such as. Declarative accelerated blended learning (DABL) and flipped classrooms. No such interactive technology has so far been u...
The purpose of this study is to explore the existing relationship among the quality of university efforts (teacher efforts and management efforts), the willingness of students to learn and customer satisfaction in order to ensure epistemological access to higher education in private universities of Pakistan. For this purpose, a survey was conducted with 339 students studying in three different faculties of a private university. It was aimed to collect their responses regarding their experiences at the campus about purposeful access to available resources and to measure their satisfaction level with the provided access. The data was collected through multistage sampling. It was found that there is a positive correlation among teacher efforts for epistemological access (TEEA), management efforts for epistemological access (MEEA), and customer satisfaction (CS); whereas, TEEA, MEEA, and CS are negatively correlated with student willingness (SW). It was also found that SW does not act as a mediator between UEQ and CS. The study contributes in the existing literature by accentuating the need for epistemological access by enhancing the willingness of students to learn and by providing quality university efforts to translate academic experiences into successful opportunities in the future.
Research related to access to higher education is often criticized for lacking a strong theoretical ground, arguing it is limited to seek information regarding the quality of infrastructure or teaching and learning. This study, however, seeks to draw a model for meaningful access to higher education regarding epistemic quality. For this purpose, the relationship between factors influencing pedagogical access (Teacher Pedagogic Quality, Teaching Learning Environment, and Teacher-student Relationship) and factors leading to student success (student satisfaction and student engagement) is assessed. The researchers assume that meaningful and purposeful access is created for a diverse population entering higher education only by providing 'epistemological-pedagogical access,' ensuring student success. The study was quantitative, and correlational research design was used following the positivist paradigm. The researcher used a multi-stage sampling technique, to approach the target sample of 400 students studying in universities of Lahore (one public and one private). a close-ended questionnaire was self-constructed for the data collection, and advanced statistical techniques Pearson Correlations, and multiple regressions were applied using SPSS. The study concludes a model of epistemological-pedagogical access leading to success for the university students of Pakistan. Furthermore, this pilot study results also share the predictive value of pedagogical access to ensure student success.
To cite this article: Nadeem, N., & Omar, I. (2018). The use of reading comprehension strategies and their effects on academic achievement of studentsa case study. UMT Education Review, 1(2), 75-85. Crossref The Use of Reading Comprehension Strategies and their Effects on…….
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