The contribution of self-compassion and compassion to others to students’ emotions and project commitment when experiencing conflict in group projects

Park, John Jongho; Long, Phoebe; Choe, Nathan Hyungsok; Schallert, Diane L.

doi:10.1016/j.ijer.2018.01.009

Cited by 20 publications

(20 citation statements)

References 49 publications

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“…A compassion-rich environment contributes to students' success, acceptance of challenge, and stability of emotions (Park, Long, Choe, & Schallert, 2018). Thus, compassion plays a role in creating a safe and responsive learning environment that builds trust, interaction, cooperation, and positivity, which are all elements that greatly contribute to promote a rich learning environment.…”

Section: Brain-based Learning Through Cooperative Interaction and Thementioning

confidence: 99%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

SAGE Open

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Cooperative learning and differentiated instruction have recently attracted a lot of attention as they are considered by educators and teachers to play significant roles in motivating learners and promoting interactive learning. The present study aims to examine English teachers' views about the effectiveness of the practice of cooperative learning and differentiated instruction in enhancing students' learning in English language classes. A sequential mixed method was used to collect the necessary data to answer the research questions. A questionnaire was first sent to 200 English language teachers, and then the researchers conducted focus group interviews with eight teachers. The findings of the study reveal that English language teachers consider cooperative learning as a valuable instructional procedure for promoting learners' engagement, classroom social interaction, cultural appreciation, and differentiated instruction. The present study's findings may have implications at all levels, such as teacher training, academic administration, curriculum designing, and decision making. Applications of those findings may attract the attention of others beyond the English classes. In addition, the findings may provide valuable guidance for researchers and educators to carry out large scale studies on the practice of cooperative learning and differentiated instruction in English language classes within the present study's context and beyond.

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Section: Brain-based Learning Through Cooperative Interaction and Thementioning

confidence: 99%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

SAGE Open

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“…According to Park et al [51], group projects also contribute to living positive emotional experiences, since in the course of a project, as students' perception of group harmony and positive social goals increases, their engagements with the group design as well as their positive emotional experiences also augments.…”

Section: Group Projectsmentioning

confidence: 99%

ECLECTIC as a learning ecosystem for higher education disruption

Moreira

Ferreira

Santos-Pereira

et al. 2019

Univ Access Inf Soc

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The learning teaching paradigm in higher education is currently undergoing great transformation due to the irrefutable imposition, on the one hand, of the new technologies and, on the other, by the characteristics (habits and abilities) presented by the students that arrive to universities. These factors are not compatible with the teaching methodologies commonly used to date, that is, with the traditional model (lectures) consolidated in the nineteenth century. In this context, teachers who resort to active learning have attracted a lot of attention, since this type of approach stimulates students' motivation and autonomy to acquire more competencies and is one of the guidelines of the European Norms and Guidelines for Quality in Higher Education. Thus, as a way of responding to these challenges, an innovative pilot project was developed, from the pedagogical point of view, implemented in a first cycle course (Management and Information Systems) using active methodologies. In this framework, an approach called ECLECTIC was developed and implemented with the use of three active learning techniques (group project, peer review and peer teaching) in the "New Trends in IT" course, from first semester, second year. The results obtained are very promising, since they have allowed students to engage in and out of the classroom and have resulted in a high-rate course success.

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“…self-correction. The most optimal technique is when the teacher acts as a prompter, guiding the learner to self-correction [11], [12].…”

Section: Correctionmentioning

confidence: 99%

The principled eclecticism approach to teaching English and its integration into the Russian system of education

Lavrova¹

2019

P Sci Edu

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Подход избирательного эклектизма к обучению английскому языку и его интеграция в российскую систему высшего образования Цель исследования-рассмотрение основных принципов «избирательного эклектизма», современного подхода к обучению иностранным языкам, в том числе английскому, и его интегрирования в российское образовательное пространство. В соответствии с поставленной целью автор преследует ряд задач, как практического, так и теоретического характера. Основная задача-выяснить, насколько указанный подход эффективен в российской системе высшего образования (1), а также рассмотреть некоторые причины и факторы, препятствующие его интеграции в российскую систему высшего образования (2). В соответствии с обозначенной целью и поставленными задачами, статья поделена на 8 разделов, каждый из которых посвящён одному из аспектов указанного подхода (кроме разделов 1,2). Все разделы содержат не только теоретическую информацию, но и практические результаты проведённого исследования, актуальность которого обусловлена необходимостью пересмотра некоторых методик и методов преподавания иностранных языков для оптимизации образовательного процесса и выпуска высококвалифицированных специалистов в области преподавания иностранного языка. Основной вывод, к которому приходит автор статьи, заключается в том, что при сравнительной эффективности избирательного подхода к обучению иностранному языку студентов языковых вузов, в российской системе высшего образования наблюдается его частичная интеграция, что обусловлено несколькими причинами. Во-первых, (относительной) недоступностью некоторых международных курсов повышения квалификации для преподавателей, таких как TESOL, CELTA и DELTA, вовторых, ориентацией на устаревшие подходы к обучению иностранному языку, как, например, фокусировка на письменном переводе и грамматических правилах в ущерб коммуникативной методике обучения. В целом интегрирование избирательного подхода в российскую образовательную систему должно осуществляться постепенно, с учётом культурно-исторических и образовательных традиций.

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The contribution of self-compassion and compassion to others to students’ emotions and project commitment when experiencing conflict in group projects

Cited by 20 publications

References 49 publications

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

ECLECTIC as a learning ecosystem for higher education disruption

The principled eclecticism approach to teaching English and its integration into the Russian system of education

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