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Positive Experiences, Dreams, and Expectations of International Master’s Students at a Southern Ontario University: An Appreciative Inquiry
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Female Student Voice and Breaking the Silence: A Post-Intentional Phenomenological Exploration of Arab Female Students’, in the U.S., Lived Experiences of Digital Storytelling
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STUDENTS’ PREFERENCES ON ONLINE LEARNING IN THE NEW NORMAL PERIOD OF THE COVID-19 PANDEMIC
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 404-416 (2021) (2021)
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Abstract:
This study aims to investigate the students' preferences on online learning systems in the new normal period of the Covid-19 pandemic. This study used descriptive qualitative research and adopted a survey method to collect the quantitative data from 95 students in two universities related to students experiences on learning classes, devices and mediums, learning environment, material format and comprehension, resources, time management, peers and lecturer communication, and limitation and benefit of online learning. This study also highlights the lecturer's effort to overcome the general obstacles amid the online learning process. The use of various formats of learning materials is effective for students who face poor internet access in remote areas. Moreover, feedback is vital for both lecturer and students in maintaining the engagement of communication. Finally, the results of this study provide essential information in understanding the effectiveness of online learning particularly amid the new normal period from the university setting.
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Keyword:
experiences; Language and Literature; LB5-3640; medium; obstacles; online learning; P; P1-1091; Philology. Linguistics; student preference; Theory and practice of education
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URL: https://doaj.org/article/54140bbaf1114e08835c9b1cfe5689d3 https://doi.org/10.30743/ll.v5i2.4560
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Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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Zine-Making as a Pedagogical Practice: A Phenomenographic Study of Teachers’ Experiences
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In: FIU Electronic Theses and Dissertations (2020)
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Shaking my practice : navigating curriculum, aesthetic and social curiosity.
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International branch campuses in Qatar: Qatari students' experience of campus life
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Supporting Students’ Well-being through Student Voice Initiatives: An Exploration of Well-being Teams in Ontario Secondary Schools
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Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools
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The Lived Experiences of Student Representatives in a New Zealand Institute of Technology and Polytechnic: A Critical Examination
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Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School
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Democratic contribution or information for reform? Prevailing and emerging discourses of student voice
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In: Australian Journal of Teacher Education (2019)
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Modern English poetry and Turkish undergraduates: learning strategies matter
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In: Centre for Teaching and Learning (2019)
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Reclaiming student voice(s): Constituted through process, or embedded in practice?
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In: 50 ; 1 ; 125 ; 144 (2019)
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Student Voice in Education Policy: Understanding student participation in state-level K-12 education policy making
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Storytelling as pedagogy to facilitate meaning-making in English learning as a foreign language for young learners
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Student Agency – a Case Study of Primary School Aged Children
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Not playing the game: Student assessment resistance as a form of agency
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In: Harris, LR, Brown, GTL, Dargusch, J, (2018). Not playing the game: Student assessment resistance as a form of agency. Australian Educational Researcher, Vol. 45, No. 1, p. 125-140 http://dx.doi.org/10.1007/s13384-018-0264-0 (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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"We're coming from different worlds" : exploring student identity during transition
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