Integration of good practices of active methodologies with the reuse of student-generated content

Arruabarrena, Rosa; Sánchez, Ana; Arbe, José Miguel Blanco; Vadillo, Jon; Usandizaga, Imanol

doi:10.1186/s41239-019-0140-7

Cited by 44 publications

(54 citation statements)

References 50 publications

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“…Other study conducted by Çelik, Arikan, and Caner (2013) surveyed 998 undergraduate students at a state university at Turkey regarding successful English language teachers. Based on the survey, an effective language teachers can be someone who exhibits fairness in decision-making, is successful in reducing students' anxiety, demonstrates enthusiasm, teaches pronunciation well, teaches speaking skills adequately, has a sound knowledge of vocabulary, teaches reading skills adequately, has sound knowledge of grammar, is adept at providing explanations in Turkish (mother tongue), is good at classroom management, and teaches writing skills adequately.…”

Section: Rastislav Metrukmentioning

confidence: 99%

“…Teachers' effectiveness and quality of teaching has been of considerable interest to researchers and scholars for quite some time, largely concentrating on the specific traits and behaviors that are believed to constitute successful teaching (Çelik, Arikan, & Caner, 2013). Some scholars tried to analyze teacher effectiveness from the standpoint of students, others from the teachers' viewpoint, and some attempted to examine this issue by uncovering the differences between the perceptions of the two groups (Alimorad & Tajgozari, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

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Section: Rastislav Metrukmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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“…There are technologies for attracting social media to the university class (Chawinga, 2017) and systematic cooperation with students and professors from other universities (Arruabarrena et al, 2019). During the experimental work, we tested the game How to Fail Your Research, which combined constructivist and experimental strategies (Abbott, 2019).…”

Section: Methodsmentioning

confidence: 99%

A Case Study of Developing Research Competency in University Students

Prosekov¹,

Morozova²,

Filatova³

2020

European Journal of Contemporary Education

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The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.

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“…OOL supports active learning, participation and co-creation of knowledge and sharing of experiences. Good practices are described in terms of involving DNS members to create and distribute quality content of a variety of formats through various media channels, to implement peer evaluation and peer learning, collaboration and integration of shared knowledge bases of subjects involved (Arruabarrena, Sanchez, Blanco, Vadillo and Usandizaga, 2019).…”

Section: Emerging Learning Waysmentioning

confidence: 99%

Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes

Haaranen¹,

Saarti²

2020

EJEL

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The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.

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Integration of good practices of active methodologies with the reuse of student-generated content

Cited by 44 publications

References 50 publications

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

A Case Study of Developing Research Competency in University Students

Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes

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