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number: /2021
CIT number: 0
Number of views: 1,100
This study aims to discover middle school students’ creative capacity in reading literary texts. Starting with discussing the definition of creative capacity prior to assessing the creative capacity of 128 middle school students in reading literary texts, the research finds that Vietnamese students perform well in a low level of creativity as in recognizing new ideas. However, they are limited in the high level of the capacity in reading comprehension such as giving their own opinion on literary text content, comparing works, applying the values of literary texts into real life as well as the ability to create new products. The results provide significant insights into the current situation of enhancing creative capacity for students in reading comprehension grounding the basis for proposing some appropriate solutions and recommendations to help develop students’ creativity in reading comprehension of literary texts.
number: /2021
CIT number: 0
Number of views: 1,195
Teaching Biology at the upper secondary school level is considered to be the most important basis for developing students’ interest in science and then into careers in the field of Biology. This study’s purpose was to suggest some learning activities of Biology grade 10 to promote students’ career orientation competencies. This study investigated the contents of the Biology grade 10 programme of the General Education Curriculum 2018, and the types of learning activities that can be organised to promote students’ career orientation competencies. The results of the study included: 1) Defining learning activities represented by various forms such as research activities, project activities, explore activities, experimental activities, career discovery, experience activities,... depending on the characteristics of contents and the requirements that need to be achieved in the Biology grade 10 programme; and 2) Proposing the illustration for designing learning activities which can be organised in 5E inquiry learning model to enhance students’ career orientation in teaching Biology
number: /2021
CIT number: 0
Number of views: 1,472
Assessment to Learning (AtL) emphasises social constructivism, via the collective and sharing of knowledge through guided and planned incremental learning. The goal of AtL is to capture and impact on the learner’s learning journey. AtL achieves this goal above by acknowledging the power of collective learning experiences; the learning experiences that reflect the successes and failures of the learner, their peers and their teacher/s (henceforth referred to as the participants), and then, through cultivating those learning experiences into Future Actionable Knowledge (FAK). FAK represents the application of present, past and future knowledge by emphasizing the Multi-Dimensional Discourse (MDD) communication channels, via Feedback-Feedforward Learning (FB-FFL), between the participants to diminish gaps-in-knowledge. Therefore, AtL is a formative assessment process built on the learning experiences of the participants to guide, and incrementally impact, via FAK, on their learning by facilitating a diminishment of gaps-in-knowledge.
number: /2021
CIT number: 0
Number of views: 980
Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
number: /2021
CIT number: 0
Number of views: 1,010
SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.
number: /2021
CIT number: 0
Number of views: 965
Past research has reported that training on other aspects affected the learner’s language complexity but did not substantially promote accuracy or the results were too ambiguous to determine if accuracy was also improved (Ellis, 1987; Crookes, 1989; Wigglesworth, 1997). This study set out to determine if this is also the case for speed reading courses, in which EFL learners are trained to improve their reading fluency. An experiment was conducted on university students in order to see if their language knowledge accuracy would improve when their reading fluency developed. During the experiment, two treatment groups and two control groups were following an English program at university while the treatment groups also followed a speed reading course, which lasted two months. A set of language memory span tests were given before and after the treatment. The results indicated that although improvement in reading fluency facilitates language complexity, it does not assist language accuracy development to a remarkable degree.
number: /2021
CIT number: 0
Number of views: 3,001
The education process of the 21st century has been heavily impacted upon by digital technology. This impact has culminated in the transformation of pedagogy and learning through the penetration of digital technology into the social, political and economic fabric of society. Learning is now more strategic with a greater emphasis on learner-centred learning and virtual collaboration, whereby the role of the teacher has changed to a facilitator of learning, rather than the fountain of knowledge. This paradigmatic shift in approach responds to the need for life-long learning whereby, in a freelance economy, individuals will be expected to engage in working landscapes requiring a broad range of skill sets, including the soft skills. A freelance economy encourages individuals, through greater levels of autonomy, to collaborate and engage in enhanced decision-making and, as a result, be positioned to participate in the improvement of society through the use of flexible learning structures supported by digital technologies. This expectation, therefore, impacts educational institutions across sectors, requiring them to provide learners with the skills necessary to continue their learning journeys well beyond their formal education. In response to this pedagogical shift, this paper provides insights into the wide scope of digital technology use for 21st century learning to date. It provides three exemplars that encompass: 1) School curriculum implementation; 2) Enhancing languages education and 3) Use of Zoom for online collaboration. All three address the challenges faced in implementation, in addition to outlining the associated expectations, strategies and support mechanisms.
number: /2021
CIT number: 0
Number of views: 1,072
The Covid-19 pandemic has hit Indonesia since March 2020 and changed various order of community life. Various efforts have been made to tackle the transmission of this pandemic, including physical distance and lockdown. Academic institutions changed their learning activities, from face-to-face learning to online learning by using technology. Referring to the massive use of technology in the pandemic, digital literacy is needed for all levels of education. The purpose of this article is to describe the policy of digital literacy programs in Indonesia; the government’s role during a pandemic in education sector; and the implementation of digital literacy during the pandemic. The study of these three topics are useful for understanding how to increase utilization of digital literacy, and the possibility to develop digital citizenship programs to counterbalance unexpected impact of digital information.
number: /2021
CIT number: 0
Number of views: 1,076
Self-study is crucial in the professional development of teachers to meet all the educational requirements. The context of educational reform in Vietnam has heightened the need for research about teachers’ self-study habits. To examine current self-study habits of teachers as well as proposing some appropriate solutions, over 50 teachers, librarians and school administrators have been invited to interview, group discussions and fill in a questionnaire. The findings suggest that not only schools need to change to promote the movement of teachers’ self-study but also teachers themselves need to plan and carry out self-study actively with stronger determination to meet the requirements of the new curriculum
number: /2021
CIT number: 0
Number of views: 2,224
Governments have recognized the use of information and communication technology in education, making it more accessible and inclusive. Besides, it also a means to achieve one of the 17 sustainable development goals of the United Nations which is the provision of quality education and promotion of lifelong learning. However, the COVID-19 pandemic has led to some realizations. The sudden shift to online learning affected the lives of educators, academic staff and students alike. The digital divide has also become more apparent as many students did not only have access to desktop computers and laptops but mobile data charges could also be expensive. Moreover, the digital skills of teachers and learners to enable them to teach and learn online were not readily available. The use of e-learning enables students to develop digital competencies. In e-learning, they build their online skills as well as expand their technological capacities. Hence, this paper aims to discuss e-learning and digital literacy in the Philippines, including: Discuss the rise of e-learning and digital literacy in the Philippines in the context of the University of the Philippines Open University; Present the challenges of e-learning and digital literacy in the country; Discuss the strategies adopted by the government related to digital literacy and e-learning; and Present prospects and perspectives on the future of e-learning and digital literacy in the Philippines.