Slovenian Parents’ Views on Emergency Remote Schooling during the First Wave of the Covid-19 Pandemic

In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents’ attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7–9; 12–15 years old), 147 parents of secondary school students (Years 1–3; 15–18 years old) and 35 parents of students in their final (4th) year of secondary school (18–19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers’ remote help for students quite positively. They also believe that online education will become important in the future.

FbG as an around the clock support for an essay writing course amidst the pandemic

This study aimed to explore the potential of Facebook Group (FbG) for teaching essay writing skills in the period of social distancing due to covid-19 pandemic. The study involved three groups of students who had been attending Essay Writing Course. Data was collected through questionnaires, interview, home assignments, and documents. Questionnaires were distributed via Google Form. Interviews were conducted with students through WhatsApp chats and calls. Descriptive statistics were used to analyse data obtained from closed questionnaires, home assignments, and mid-term test. Data from open questionnaires, interviews, and documents was analysed using qualitative inductive approach to identifying themes � topics, ideas, and patters of meaning. Study findings indicated that FbG has been an appropriate place for developing essay writing skills amidst the pandemic. FbG as networking site has made possible an effective, efficient, and practical essay writing learning for the following reasons.� Firstly, FbG discussion forum provided invaluable learning input. Secondly, FbG was easy to operate. The students could learn independently at their own pace.� Lastly, use of FbG brought them convenience and raised confidence to better engage in learning online. FbG has supported students� essay writing learning process that has led to good writing performance. This can be seen not only from the conducive learning process in comparison to traditional classroom instruction prior to the pandemic, but also from learning outcome apparently observed in writing portfolios as well as mid-term test.

Prediction Chart: A Tool in Enhancing Reading Comprehension

Reading is considered as one of the essential components of the macro-skills in Linguistics and it is one of the various language skills that a learner must possess. It is an acquired skill for which the individual has the unique ability to pursue meaning from the text. Given this definition, the main purpose therefore of reading is comprehension, and without it, reading does not take place. The study assessed the effectiveness of prediction chart in enhancing the reading comprehension of Grade 12 students of University of Cebu Lapu-lapu Mandaue, Mandaue City, Cebu, S.Y. 2019-2020. The study employed a quasi-experimental design. The research subjects of the study were 46 Grade 12 students. These subjects were grouped into two heterogeneous groups: the control group and experimental group. The experimental group were the only subjects exposed to the use of prediction chart, using the interventional material “My Father Goes to Court” by Carlos Bulosan, while the control group were exposed to the traditional classroom instruction using the same intervention material. A researcher-made questionnaire was utilized to assess the effectiveness of prediction chart. Based on the study results, the control group's pretest performance has a significant difference from their posttest performance. This implies that the use of the traditional classroom instruction or pure lecture does not enhance the reading comprehension of the control group. In contrary, pretest performances of experimental group significantly differ from their posttest performances. Thus, the study concluded that the use of prediction chart in enhancing the reading comprehension of grade 12 students is effective. With this premise, the students can develop higher order thinking skills (HOTS) and camaraderie while learning as they step higher on their level of education.

Developing Competencies for Emotional, Instrumental, and Informational Student Support During the COVID-19 Pandemic: A Human Relations/Human Resource Development Approach

The Problem The COVID-19 pandemic required many college and university faculty members to transition quickly from traditional classroom instruction to virtual, online learning. Aside from mastering technical skills needed to maintain an uninterrupted learning environment, faculty were challenged with mastering social-emotional competencies for maintaining continuity in relationships (e.g. student/peer, student/instructor). This dilemma highlights transdisciplinary relationships between the fields of human relations (HRL) and human resource development (HRD). The Recommendation In this article, a framework is introduced and recommended for understanding the experiences of a university faculty member who, in addition to mastering technical competencies (e.g., coaching, care, collaboration), was also challenged with developing social-emotional support behaviors (e.g., emotional, instrumental, informational) while maintaining continuity in established relationships as a transdisciplinary HRL/HRD response to the pandemic. The Stakeholders This article offers faculty, higher education administrators, human relations professionals, and human resource development scholars/practitioners a model for ways in which to work professionally within the “new normal.”

Blended Learning model in university training and its applicability in training economics at Hanoi University of Mining and Geology

The trend of transforming the organizational model of training activities by taking advantage of the information technology has brought practical effects to educational institutions. The combination of traditional classroom instruction and digital environments creates a personalized, more effective, and better-resulted learning experience. The paper focuses on researching the concept of blended learning (Blended learning); learning models of Blended learning and the ability to apply Blended learning models in teaching economics at the Hanoi University of Mining and Geology.

On the Application of Cooperative Learning in College English Teaching

Cooperative learning is a kind of teaching theory and strategy system based on group. The theory of cooperative learning has been applied in college English teaching and has proved to be fruitful and beneficial. Cooperative learning as a breakthrough and complement against traditional classroom instruction is an efficient teaching approach, which can promote learners’ cognitive ability and improve their competence to use language. This paper intends to discuss the significance of cooperative learning and how to apply this approach in college English teaching to improve students’ overall language competence. Problems faced with the application of cooperative learning are also analyzed and proper solutions are suggested to tackle the problems.

Work-based learning: an approach towards entrepreneurial advancement

Purpose The purpose of this paper is to promote the adoption of a work-based learning (WBL) approach by highlighting the benefits to students, organizations and the economy. Design/methodology/approach This paper provides a review and synthesis of current literature, including two separate case studies, which serve to demonstrate the practical applications of entrepreneurial education in different countries and how this application works to strengthen economies and improve communities. Findings Learning entrepreneurship in a real-world environment can bridge the gap between traditional, classroom instruction and idea-driven product and service development. It is a business-effective approach that achieves measurable results. Traditional education, typified by mastery of facts and evaluation by testing, can morph into creative, research-inspired solutions that fulfill public and private organizational needs. Success is irrefutable, measured by tangible results. In WBL, students can use industry-standard technologies and collaborate with mentors, clients and customers. They can work as individuals and in teams, with their entrepreneurial education beginning as early as elementary school. In the process, students learn to be motivated by their own achievements, rather than grades. They learn to engage in creative problem-solving, based upon current data, and measure their ability to deal with challenge and failure through an iterative process of problem-solving. Originality/value The completion of this research study serves to highlight the potential benefits that Malaysia could attain through the adoption of WBL within the country’s school systems.

The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes

National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include “dumb jock” stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace.