Students' views on the use of ClassBoost in a teachers' education college

Abstract

There has been a recent acceleration in the use of lecture capture technologies (LCT) in higher education institutions. The present study focuses on an LCT system, by the name of ClassBoost, which has recently been introduced in some classes in an academic college of education in Israel. The system encourages collaborative learning skills at different levels, and the research focused on the students' attitudes towards the system from a procedural viewpoint at two stages of its assimilation: before the use of the system and during its use. Emphasis is given to the students' collaborative learning patterns and learning practices from their own viewpoints. A unique finding is that students felt that their participation in lessons contributed to the effectiveness of the teaching. The research aims to supplement existing research on the use of LCT systems, this time in teacher education, and to point up practical implications, especially for academic colleges of education.

A study on the reform of college English education inspired by the cultural differences between China and the United States

“…In classroom teaching, teachers should actively guide students' learning, stimulate students' diversified appreciation ability, establish correct values for them, make them face the differences and obstacles between Chinese and Western English cultures and help students form an objective and fair cultural awareness system [32]. Teachers should combine language and culture closely with English teaching, guide students to experience the differences between Chinese and Western cultures and ensure the realisation of the purpose of cross-cultural communication.…”