Teaching English Communication to non-English Medium School Students A Learning Experience

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

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Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

Emerald Emerging Markets Case Studies ◽

10.1108/eemcs-06-2021-0200 ◽

2021 ◽

Vol 11 (4) ◽

pp. 1-21

Author(s):

Louise Whittaker ◽

Hayley Pearson

Keyword(s):

Change Management ◽

Learning Outcomes ◽

Business School ◽

Learning Experience ◽

Theoretical Models ◽

Management Process ◽

School Students ◽

Content Type ◽

General Managers ◽

Academic Level

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

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Graduate Students Help to Create a Discovery-based and Cooperative Learning Experience about Clean Energy for High School Students (Curriculum Exchange)

10.18260/1-2--20544 ◽

2020 ◽

Author(s):

Justin Hutchison

Keyword(s):

High School ◽

High School Students ◽

Graduate Students ◽

Cooperative Learning ◽

Learning Experience ◽

Clean Energy ◽

School Students

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Students’ Perceptions towards Using Mobile Application in Learning Speaking

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v2i4.8232 ◽

2019 ◽

Vol 2 (4) ◽

pp. 499-514

Author(s):

Desika Rinanda ◽

Suparno Suparno ◽

Sri Samiati Tarjana

Keyword(s):

Language Learning ◽

Learning Process ◽

Mobile Applications ◽

Mobile Application ◽

English Language ◽

Learning Experience ◽

School Students ◽

Central Java ◽

Innovative Learning ◽

Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information. The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

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Students learning with interactive virtual math: an exploratory study in the classroom

Ensino e Tecnologia em Revista ◽

10.3895/etr.v1n1.5990 ◽

2017 ◽

Vol 1 (1) ◽

pp. 80 ◽

Cited By ~ 1

Author(s):

Sônia Palha

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Tertiary Education ◽

Learning Experience ◽

Small Scale ◽

School Students ◽

Dynamic Events ◽

The Subject ◽

Scale Experiment ◽

Further Development

Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.

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Teaching English Relative Pronouns for Korean EFL High School Students

English21 ◽

10.35771/engdoi.2011.24.1.008 ◽

2011 ◽

Vol 24 (1) ◽

pp. 181-201

Author(s):

이유정 ◽

Kyung Ja Kim ◽

이고희

Keyword(s):

High School ◽

High School Students ◽

Teaching English ◽

School Students ◽

Relative Pronouns

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Teaching English as a foreign language to primary school students in East Asia

English Today ◽

10.1017/s0266078418000378 ◽

2018 ◽

Vol 35 (3) ◽

pp. 16-21

Author(s):

Zhenhui Rao ◽

Ping Yu

Keyword(s):

Foreign Language ◽

Policy Development ◽

English Education ◽

Conclusive Evidence ◽

Asian Countries ◽

Teaching English ◽

Education Policies ◽

School Students ◽

Compulsory Subject

With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). It is widely believed that those who start learning English at an earlier age can utilize their ‘critical period’ to learn English more efficiently (Nunan, 2003; Y. Hu, 2007). However, the expansion of teaching English to young learners has not been unanimously supported and there is no conclusive evidence for the benefits of early exposure to a new language (Copland, Garton & Burns, 2014). Some researchers point out ‘the advantages of postponing formal teaching in specific contexts’ (Hyltenstam & Abrahamsson, 2001: 163).

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