Category: International Journal for Sustainable Development, Volume 1, Issue 3.

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Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 1 International Journal for Sustainable Development, Volume 1, Issue 3. International Journal for Sustainable Development, Volume 2, Issue 3.

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Monitoring Indicators of the Flipped Classroom Learning Process based on Data Mining – Taking the Course of “Virtual Reality Technology” as an Example

Abstract

In recent years, due to the superiority of its teaching effect, the flipped classroom has attracted more and more attention from colleges and universities. In the information age, MOOC and micro-lectures have gradually entered the college classroom and become new ways of learning and teaching. Considering the further requirement on the quality of teaching, it is not enough to monitor merely the learning results. Instead, the curriculum reform requires more attention to the learning process. Data mining was combined with MOOC and micro-lectures in this study for the case study of the course of “Virtual Reality Technology”. Academic performance, learning input and learning behavior were selected as the indicators to monitor the process of learning “Virtual Reality Technology’. Relevant data were collected and analyzed. The analysis results were used as the basis to provide ideas and approaches for the implementation of reliable and effective teaching intervention methods in the process of teaching “Virtual Reality Technology”, so as improve the quality of teaching and provide reference for other related courses.

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 3.

Monitoring Indicators of the Flipped Classroom Learning Process based on Data Mining – Taking the Course of “Virtual Reality Technology” as an Example

No Comments

Monitoring Indicators of the Flipped Classroom Learning Process based on Data Mining – Taking the Course of “Virtual Reality Technology” as an Example

Abstract

In recent years, due to the superiority of its teaching effect, the flipped classroom has attracted more and more attention from colleges and universities. In the information age, MOOC and micro-lectures have gradually entered the college classroom and become new ways of learning and teaching. Considering the further requirement on the quality of teaching, it is not enough to monitor merely the learning results. Instead, the curriculum reform requires more attention to the learning process. Data mining was combined with MOOC and micro-lectures in this study for the case study of the course of “Virtual Reality Technology”. Academic performance, learning input and learning behavior were selected as the indicators to monitor the process of learning “Virtual Reality Technology’. Relevant data were collected and analyzed. The analysis results were used as the basis to provide ideas and approaches for the implementation of reliable and effective teaching intervention methods in the process of teaching “Virtual Reality Technology”, so as improve the quality of teaching and provide reference for other related courses.

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 3.

Investigating Language-related Tasks in EFL Settings in Light of Tele-Collaboration Phenomenon and Sociocultural Theory

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Investigating Language-related Tasks in EFL Settings in Light of Tele-Collaboration Phenomenon and Sociocultural Theory

Abstract

Understanding the criteria of telecollaborative tasks are essential to boost learners’ linguistic, communicative and intercultural competence. This research aims to identify the correlational effect of gender and region on the recognition of the concept of telecollaboration in the sociocultural context of Saudi Arabia. It also focuses on determining and assessing aspects of the criteria of telecollaborative tasks currently employed language learning settings. One hundred and fifty-five teachers of English as a foreign language (EFL) have randomly participated in this study. It was reported that gender and region have no effect on the practice of telecollaboration. The findings have shown that current language learning tasks match some aspects of the criteria of telecollaborative tasks, such as focusing on meaning, negotiation and being reflection-oriented. Finally, this research has contributed to the assessment of the current sittings of EFL settings and to identifying the extent to which current EFL classes meet telecollaboration requirements.

Keywords

Telecollaboration, Tasks, Intercultural communication, Task-based language teaching (TBLT), EFL

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 3.