Template-Type: ReDIF-Article 1.0
Author-Name: Nasr Abdrabo
Author-Name-First: Nasr
Author-Name-Last: Abdrabo
Author-Email: nasr.abdrabo@aol.com
Author-Workplace-Name: The Defense Language Institute Foreign Language Center (DLIFLC)
Title: Semantic Encoding Strategy Training in Foreign Language Acquisition: The Modern Standard Arabic (MSA) Model
Abstract: During the process of second language acquisition (L2), learners often encounter cognitive challenges as they move from ?object-regulation stage? to ?other-regulation stage? or from the latest to ?self-regulation stage? as the three stages comprising learners? cognitive development in L2 acquisition. These challenges may impede learners from accomplishing learning tasks. L2 learners who encounter learning challenges typically need instructional assistance from their language instructors, defined as ?academic scaffolding?. This paper is devoted to pedagogical participation in researches conducted in applied linguistics literature, seeking to take active role in maximizing the effectiveness of foreign language (FL) teaching and learning strategies. The paper highlights an innovative foreign language teaching strategy, that is, applying ?semantic-encoding strategy training? in foreign language acquisition -- in general --, giving weight to Modern Standard Arabic (MSA) acquisition.   Three research questions guided the paper topic:RQ1: How can foreign language learners acquire new input effectively?RQ2: What Brodmann?s cortical areas are involved in semantic encoding processing during intentional encoding?RQ3: How can MSA instructors conduct semantic encoding strategy training effectively in classroom? The paper referred to two experiments conducted by two teams of practitioners composed of psychologists, radiologists and psychiatrists, who were interested in investigating the role and function of Brodmann?s cortical areas assigned to language learning:1. Demb et al: Semantic encoding and retrieval in the left inferior prefrontal cortex (LIPC): A functional MRI study of task difficulty and process specificity. 2. Kirchhoff et al: Cognitive and neural effects of semantic encoding strategy training in older adults.The researcher demonstrated Brodmann?s cortical areas involved in semantic encoding processing during intentional encoding, as well as the particular function of each area during language learning.The researcher introduced ?Systematically- Linguistic Structured Pattern? (SLSP) as ?a systematic-linguistic pattern facilitates perceiving the linguistic concept of the interlocking and intertwined grammatical components and linguistic characteristics of a language taught as a target language (TL) and serves as semantic encoding-based-teaching approach.?.   The researcher concluded the paper by providing a model of ?semantic encoding strategy training? application employing SLSP in MSA instruction, which can be implemented in MSA learning setting, aiming at reducing\eliminating the challenges that learners encounter during MSA acquisition.
Classification-JEL: I29
Keywords: Brodmann?s cortical areas; semantic encoding strategy training; Systematically-linguistic structured pattern (SLSP); Sandhi.
Journal: International Journal of Teaching and Education
Pages: 1-23
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6989
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6989?download=1
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:1-23
Template-Type: ReDIF-Article 1.0
Author-Name: Khalil AJAMI
Author-Name-First: Khalil
Author-Name-Last: AJAMI
Author-Email: ajami.khalil@gmail.com
Author-Workplace-Name: Syrian Virtual University
Author-Name: Ola Haidar
Author-Name-First: Ola
Author-Name-Last: Haidar
Author-Email: ola.haidar@gmail.com
Author-Workplace-Name: Syrian Virtual University
Title:  Applying Student Evaluation of Teaching (SET) in virtual learning environment (Case Study: Syrian Virtual Learning)
Abstract: The evaluation of tutors using Student Evaluation of Teaching (SET) is an important Mechanism for quality assessment of teaching either in traditional learning or in virtual learning. However, the main question that could be raised here: Is there any difference in student evaluation of teaching (which is done by means of well-organized questionnaires) between traditional and virtual environments?In this paper, we apply SET within virtual learning environment. This is performed by modifying and introducing new factors to a standard SET evaluation questionnaire used in traditional environment, in order to transform it to a new one compatible with virtual environment. Our aim is to prove, using an empirical methodology, the validity of the new SET evaluation questionnaire within virtual learning.Our results prove that many traditional factors such as: number of attendees, tutor gender, tutor age, tutor specialty, have no effect on students? evaluation in virtual learning environment, while new introduced factors such as: course success rate, learning management system organization, well organized on-line sessions, interactivity during on-line sessions, tutor?s commitment, responding to students? questions out of the online sessions by mail or social media...etc. affect SET positively.
Classification-JEL: I29
Keywords: Student evaluation of teaching ? Virtual learning ? SVU - SET factors ? interactivity - learning management system organization ? Student ? Class ? Session - Course
Journal: International Journal of Teaching and Education
Pages: 24-45
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7030
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7030?download=2
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:24-45
Template-Type: ReDIF-Article 1.0
Author-Name: Manal  AlGhamdi
Author-Name-First: Manal 
Author-Name-Last: AlGhamdi
Author-Email: mghamdi@arabou.edu.sa
Author-Workplace-Name: Arab Open University
Author-Name: Salem AlAnizan
Author-Name-First: Salem
Author-Name-Last: AlAnizan
Author-Email: salanizan@arabou.edu.sa
Author-Workplace-Name: Arab Open University 
Title: Performance Indicators, motivations and barriers in online distance courses: a case study at Arab Open University
Abstract: The number of online distance courses is growing rapidly, however online student retention has been suggested as one of the greatest weaknesses in online education (Carr, 2000; O'Brien and Renner, 2002). Retention rate is very essential to the quality of education and institutional success. This paper surveys and evaluates the barriers and motivations to online courses to understand the causes hampering effective online distance learning at Arab Open University (AOU). Moreover the paper examines student performance indicators in online distance courses. A survey was conducted to analyze motivation and barriers of online courses. While secondary data was extracted from students? information system (SIS) at AOU to evaluate students? performance indicators. Results showed the rate of students not completing online courses at AOU is 26.2%, 65% of them are below 30 years old. This is an indication that age and experience appear to enhance performance in online courses. Results also revealed that online courses enables more concentration which was one of the main factors encouraging AOU students to enroll and complete online courses. Convenience was also found to be a primary motivations for AOU online students? in this study. On the other hand, problems in submitting tutor marking assessment (TMA), lack of collaboration and communication with peers and a confusing course layout were identified as being the most challenging factors in AOU online courses. This study recommends for online barriers to be highly considered as they are the main cause for failing to retain more than 25% of registered students in online courses at AOU.
Classification-JEL: I21, I23, I29
Keywords: student satisfaction, online distance learning, academic performance, virtual classroom, Synchronous communication
Journal: International Journal of Teaching and Education
Pages: 46-60
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7016
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7016?download=3
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:46-60
Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan  Appel
Author-Name-First: Jonathan 
Author-Name-Last: Appel
Author-Email: appelj@tiffin.edu
Author-Workplace-Name: Tiffin University
Author-Name: Dohee  Kim-Appel
Author-Name-First: Dohee 
Author-Name-Last: Kim-Appel
Author-Email: dohee64@yahoo.com
Author-Workplace-Name: Associate Professor
Title: Towards a Transdisciplinary View: Innovations in Higher Educat
Abstract: A Transdisciplinary view (or ?Transdisciplinarity?) is defined as practice and research efforts conducted by academics from different disciplines working jointly to create new conceptual, theoretical, methodological, and transnational innovations that integrate and move beyond discipline-specific approaches to address complex problems. Often the traditional structure of education is the fragmenting knowledge into narrow and isolated academic disciplines. Learning is seen as a product, not a process. This more traditional view sees academics as an accumulation of objective facts, rather seeing the world as a dynamic whole composed of a myriad of interrelated phenomena. The authors call for a more connected Transdisciplinary paradigm for education, research and practice. Examples of such emergence areas of study are given and discussed.
Classification-JEL: I20, I21
Keywords: Transdisciplinary, Transdisciplinarity, Multidisciplinary, Higher Education
Journal: International Journal of Teaching and Education
Pages: 61-74
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6821
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6821?download=4
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:61-74
Template-Type: ReDIF-Article 1.0
Author-Name: Shqipe Bajcinca - Brestovci
Author-Name-First: Shqipe
Author-Name-Last: Bajcinca - Brestovci
Author-Email: shqipe.bajcinca@uni-pr.edu
Author-Workplace-Name: University of Prishtina 
Author-Name: Liridona Jemini - Gashi*
Author-Name-First: Liridona
Author-Name-Last: Jemini - Gashi*
Author-Email: liridona.jemini@uni-pr.edu
Author-Workplace-Name: University of Prishtina
Author-Name: Meliha Brestovci
Author-Name-First: Meliha
Author-Name-Last: Brestovci
Author-Email: meliha.brestovci@uni-pr.edu
Author-Workplace-Name: University of Prishtina
Author-Name: Lirie Lokaj
Author-Name-First: Lirie
Author-Name-Last: Lokaj
Author-Email: lokaj.lirie@gmail.com
Author-Workplace-Name: Ambulance of Clinical Psychology ?UNI?
Title: Health and wellbeing status among students of the Faculty of Physical Education and Sports: gender differences and marital status
Abstract: Worldwide studies show the importance of physical activity for health and wellbeing. The purpose of the current study was to analyze health and well-being of students at the Faculty of Physical Education and Sports who have regular physical activity. The study also aimed to analyze health and well-being from a gender perspective and marital status. A series of validated measures assessing health and wellbeing and additional questions for the demographic part, were administrated to 428 students of Sports (Female 42.5%, Male = 57.5%, 33.5% married, 61% unmarried). Research findings show high levels of physical, mental, social, emotional and spiritual health and well-being among sports students. Most of the students do not consume unhealthy and psychoactive substances. In addition to descriptive data, the findings of the study show significant differences in health and wellbeing, as per gender, as well as for marital status. Results have come to be consistent with data derived from other studies and are discussed within the context of general and specific dimensions of health and wellbeing, physical education and activity among Kosovar students.
Classification-JEL: I00, I10, I12
Keywords: students, physical activity, health, wellbeing, gender differences, marital status
Journal: International Journal of Teaching and Education
Pages: 75-86
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7006
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-7006?download=5
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:75-86
Template-Type: ReDIF-Article 1.0
Author-Name: Hwangji Lu
Author-Name-First: Hwangji
Author-Name-Last: Lu
Author-Email: hwangji.lu@Ashford.edu
Author-Workplace-Name: Ashford University
Title: Implementing Comprehensive Interventions to Support Student Success in Online Learning
Abstract: The innovation and maturity of education technology has enabled online learning to be more accessible and manageable than ever before. Online education becomes so appealing as programs of study can be pursued with the flexibility in time and space. However, the most pressing challenge posed is student attrition that has significant quality and economic impacts on online institutions. In response to the negative influences brought by high dropout rates, educational institutions have striven to implement strategies to improve students? learning experiences and assist them in successfully achieving their academic goals. The goal of this paper is to examine institutional practices, resources, strategies that are needed to ensure sustainability in the online education. This paper first reviews Tinto?s student integration model as the theoretical framework. This paper presents a survey of literature to highlight significant factors that lead to students? decision on withdrawal from a course or program. This paper also summarizes an assortment of evidence-based practices in relation to student retention. Finally, a case study is presented to examine the implementation of interventions in an online university. Student persistence is a vital part of the institution?s survival. A continuing monitoring and evaluation system plays a key role in improved student satisfaction and success.
Classification-JEL: I29
Keywords: online learning, student retention, drop-out rate, student persistence, student success, withdrawal behavior
Journal: International Journal of Teaching and Education
Pages: 87-107
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6995
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6995?download=6
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:87-107
Template-Type: ReDIF-Article 1.0
Author-Name: Percyveranda Lubrica
Author-Name-First: Percyveranda
Author-Name-Last: Lubrica
Author-Email: plubrica@yahoo.com
Author-Workplace-Name: Benguet State University
Author-Name: Janet Lynn  Montemayor
Author-Name-First: Janet Lynn 
Author-Name-Last: Montemayor
Author-Email: janetlynnmontemayor@gmail.com
Author-Workplace-Name: Benguet State University
Author-Name: Evelyn Angiwan
Author-Name-First: Evelyn
Author-Name-Last: Angiwan
Author-Email: evelyn.angiwan@gmail.com
Author-Workplace-Name: Benguet State University
Author-Name: Arnulfo Capili
Author-Name-First: Arnulfo
Author-Name-Last: Capili
Author-Email: arnchavezcapili@yahoo.com
Author-Workplace-Name: Benguet State University
Title: CONTEXTUALIZING TEACHING PRACTICES IN A DIVERSIFIED CLASSROOM : AN ASSESSMENT
Abstract: Managing diverse populations is one great challenge facing Philippine society.  Educators affirm that the classroom is diverse, but continue to treat all learners alike while paying lip service to the principle of diversity.  This study looks into the extent by which teachers contextualize teaching and learning practices amidst diversity in cognitive preference modality and personal, academic status, demographic profile, and socio-economic condition.  Teacher Education students from the six state universities and colleges in the Cordillera Administrative Region, Philippines (n=715) were randomly selected to assess teachers regarding their level of effectiveness in managing diversity in various areas of pedagogical approaches while teachers (n=45) were purposively selected to validate data through a focused group discussion. Results show that teachers were competent but insufficiently observe students? preferred teaching practices (mean=3.29, SD=.37), management of diverse learning environment (mean=3.21; SD=.46), and accommodation of diversity (mean=3.24, SD=.47).  Analysis of variance and t-test for independent means revealed significant differences (p<.05) in ratings according to the respondents? cognitive modality, gender, ethnicity, degree program, academic status, and socio-economic condition.  These variables bring about diversity in the classroom.   A model for improving instructional practices and classroom management efforts addressing areas in teaching diversified group of learners is devised.
Classification-JEL: I21
Keywords: cognitive preference modality, pedagogical approach, classroom diversity, teaching practices, differentiated instruction
Journal: International Journal of Teaching and Education
Pages: 108-124
Volume: 6
Issue: 2
Year: 2018
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6837
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-6837?download=7
Handle: RePEc:sek:jijote:v:6:y:2018:i:2:p:108-124