Dialogic Practices in Using Podcasting and Blogging as Teaching Tools for Teachers Seeking Esol Certificate

Kim, Deoksoon; Jang, Seung Eun

doi:10.2190/ec.51.2.d

Cited by 6 publications

(3 citation statements)

References 32 publications

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“…In fact, the factor of interactive dialog and peer collaboration is related to the nature of AFL as a knowledge-construction process involving interactive dialog [75]. This result addressed this gap and was consistent with previous studies that showed that students who had the opportunity to experience dialogic teaching and learning through peer interaction were often active participants in the classroom [76][77][78]. It means that mathematics teachers and institutional administrators could give their students more opportunities to discuss theorems and propositions through interaction and collaboration.…”

Section: Discussionsupporting

confidence: 84%

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

Wang,

Peng,

Cao

2024

Mathematics

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Assessment for learning (AFL) has been associated with curriculum and teaching reform for the past three decades. However, studies on undergraduate students’ perceptions of their mathematics teachers’ AFL practices are still very limited in the Chinese higher education context. This quantitative study investigated three independent variables—teacher formal feedback and support, interactive dialog and peer collaboration, and learning-oriented assessment—that influence undergraduate students’ ability to take responsibility for their learning through the mediation of the factor of active engagement with subject matter in first-year mathematics courses. One hundred and sixty-eight students from a Chinese “double-first-class” university were recruited to provide valid questionnaire data using the convenience sampling method. Partial least-squares structural equation modeling (PLS-SEM) was used to analyze the data. The results showed that interactive dialog and peer collaboration, as well as learning-oriented assessment, have a direct effect on students’ active engagement with the subject matter and an indirect effect on undergraduate students taking responsibility for their learning in first-year mathematics courses. In addition, learning-oriented assessment was the biggest factor influencing undergraduate students’ ability to take responsibility for their learning in first-year mathematics courses. This study contributes by developing a conceptual model and providing new insights into Chinese higher education sectors on factors that can improve undergraduate students’ ability to take responsibility for their learning.

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Section: Discussionsupporting

confidence: 84%

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

Wang,

Peng,

Cao

2024

Mathematics

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“…Technology brings learners together for web-enabled interactions, provides innovative learning platforms, and offers many new ways to encounter other cultures and languages. I have done substantial research on the affordances of social media and other technologies for language learning (Fisher & Kim, 2013; Kim, 2011; Kim & Blankenship, 2013; Kim & Jang, 2014; Kim & King, 2011; Kim et al, 2018; Wang & Kim, 2014), as have many others (e.g., Belz & Thorne, 2006; Levy, 2007). We now have significant evidence that new media technologies allow learners not only to process but also to practice culturally appropriate speech and interaction autonomously and at an accelerated rate (Sercu, 2004).…”

Section: Introductionmentioning

confidence: 99%

Learning Language, Learning Culture: Teaching Language to the Whole Student

Kim

2020

ECNU Review of Education

Self Cite

101

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Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.

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“…Publications in the sample typically used one or more existing Web 2.0 technologies, particularly social media to support students with familiar platforms, often along with other technologies, to promote communication, teacher-to-student and peer-to-peer resource sharing, collaboration, peer feedback and inquiry. Platforms included Facebook (Salmon et al, 2015), podcasting (Kim & Jang, 2014), Twitter (Marin et al, 2014), WeChat (Dai et al, 2018), WhatsApp (Willemse et al, 2019), webcasting (Freguia, 2017), wikis (Guinau Sellés et al, 2017) and YouTube (Cobley & Steven, 2014). In contrast, McCarthy (2015) developed the Café, a custom learning environment within Facebook, to better leverage its capabilities.…”

Section: Web 20mentioning

confidence: 99%

A systematic review of digital innovations in technology-enhanced learning designs in higher education

Choi-Lundberg,

Butler-Henderson,

Harman

et al. 2023

AJET

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In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.

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Dialogic Practices in Using Podcasting and Blogging as Teaching Tools for Teachers Seeking Esol Certificate

Cited by 6 publications

References 32 publications

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

Learning Language, Learning Culture: Teaching Language to the Whole Student

A systematic review of digital innovations in technology-enhanced learning designs in higher education

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