A Study on Korean Culture Education Using Digital Literacy in a Non-face-to-face Education Environment

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

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Teaching in Library and Information Studies: Creating videos to provide educational content

Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen und Bibliothekare ◽

10.31263/voebm.v73i3-4.5380 ◽

2021 ◽

Vol 73 (3-4) ◽

Author(s):

Juan-José Boté-Vericad

Keyword(s):

Information Literacy ◽

Digital Literacy ◽

Distance Teaching ◽

Educational Materials ◽

Educational Content ◽

Face To Face ◽

Library And Information Studies ◽

Information Studies ◽

The University

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

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Massive Online Open Course Assisted Mechatronics Learning

Furthering Higher Education Possibilities through Massive Open Online Courses - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8279-5.ch012 ◽

2015 ◽

pp. 245-268 ◽

Cited By ~ 1

Author(s):

Bo Xing

Keyword(s):

Online Education ◽

Teaching And Learning ◽

Online Courses ◽

Course Structure ◽

Face To Face ◽

Learning Modalities ◽

Learning Content ◽

Education Environment ◽

Massive Online Open Course ◽

Face To Face Learning

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

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