Contextualising Globalisation, Education and Reform in Brunei Darussalam

Phan, Le Ha; Kumpoh, Asiyah az-Zahra Ahmad; Wood, Keith; Jawawi, Rosmawijah; Said, Hardimah

doi:10.1007/978-3-030-77119-5_1

Cited by 5 publications

(4 citation statements)

References 11 publications

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“…The students themselves were the writers and readers of the forum. This means that the discussion forum only consisted of learner–learner interaction (Moore, 1989), as the teacher did not facilitate or take part in the discussion in any way and students interacted with each other to discuss the prompt of the week. However, because students’ posts and comments in this forum were used by the teacher as evidence of mastery (see Figure 1 for an example prompt), the students’ awareness of the teachers’ presence may have affected their use of evidence to support their ideas in the posts.…”

Section: Methodsmentioning

confidence: 99%

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Ling

Elgort

2023

RELC Journal

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Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

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Section: Methodsmentioning

confidence: 99%

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Ling

Elgort

2023

RELC Journal

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“…The zenith in education as per Islam is achieved by the education of soul. According to Phan et al (2021), there are multiple terms which coalesce to define the concept of Islamic pedagogy, which include, Amanah (trust), Tarbiyah (to grow or nurture), Tazkiya (purifying one's soul), Tadib (refinement of character), ilm (Knowledge), Muhasbah (self-assessment) and Tafakkur (purposeful thinking) etc. These ideas are the foundation of Islamic pedagogy and educational system.…”

Section: Islamic Pedagogy and National Education Systemmentioning

confidence: 99%

“…For this purpose, it is important to redefine the structure of education in light of Islamic values in a broader perspective and dissociate it from the cultural limitations of the western defined educational system (Phan, Kumpoh, Wood, Jawawi et al, 2021). This, by no means calls for dissociating from the west, rather it means to be partner on equal terms and footing.…”

Section: Introductionmentioning

confidence: 99%

Transformation of Islamic education curriculum development policy in the national education system

Akrim

Setiawan²,

Selamat³

et al. 2022

CJES

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The most essential tool in any education system and for any learning process is the educational curriculum. Curriculum orientation is used as a reference to the direction of studies in learning outcomes. In the presence of western-based models in the development of educational techniques, students in Islamic universities are found to be aloof from their religious and cultural norms as they graduate from educational institutions. This paper aims to describe the transformation of Islamic Education in national education programs and curricula. For the purpose of this study, we have taken Islamic pedagogy and research methodology as well as cultural reinvigoration as the independent variable. Whereas the development of national education system along the Islamic model is the dependent variable. State organized curriculum is deemed as the mediator, which affects the later and is affected by the presence of former. Data was collected via questionnaires from a total of 550 respondents where the respondents chosen were experts in curriculum development and Islamic education. The data collected was analyzed using the SPSS and Smart PLS. The results illustrate that with cultural reinvigoration and development of Islamic pedagogy, not only the development of the curriculum will be facilitated in Indonesia, but its implementation will also be expedited. Keywords: Curriculum, Islamic, education, pedagogy, culture, national

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“…Roemer (2021) stated that although Tanzania lecturers are incredibly professional, devoted, and wise, only a few teachers have taken part in any organization as official members. Phan et al (2021) explained that EFL high school teachers usually paid much attention to what they consider as more practical and relevant PD rather than on dealing with theories and academic issues. They perceived that these types of PD were more relevant to teachers at higher education levels and that they had never been trained or required to do research or attend conferences or seminars as presenters.…”

Section: Existing Pd Activitiesmentioning

confidence: 99%

EFL teachers’ perceptions of professional development activities and their effects in a non-Anglosphere context

Nguyen

2022

FELT

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Providing teachers with adequate professional development (PD) is a central tenet to enhance education quality. In Vietnam, despite the blossoming of PD activities promoted over the past decade, the central question of how effectively these existing activities facilitate changes in teachers' practice has been underresearched. This mixed-method study responded to the scarcity in understanding the effectiveness of PD activities in the Vietnamese setting by employing a questionnaire administered to 80 high school teachers and six semi-structured interviews. Evidence from the questionnaire and interviews revealed that EFL teachers participated in PD activities on an occasional basis. Institution-internal or in-house professional activities were most common, while joining a professional affiliation such as a TESOL association was the rarest. Also, PD activities have positively reinforced the teachers' language proficiency, teaching practice, and planning practical lessons to meet students' learning needs. The discussions and recommendations are made for enhancing the quality of PD activities.

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Contextualising Globalisation, Education and Reform in Brunei Darussalam

Cited by 5 publications

References 11 publications

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Transformation of Islamic education curriculum development policy in the national education system

EFL teachers’ perceptions of professional development activities and their effects in a non-Anglosphere context

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