Author: The Editors
Year of publication: 2014
Source: Show
Pages: 3-5
DOI Address: -
PDF: tner/201403/tner37toc.pdf

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Author: Stanisław Juszczyk
Institution: University of Silesia
Year of publication: 2014
Source: Show
Pages: 13-15
DOI Address: -
PDF: tner/201403/tner3700.pdf

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Author: Ana María Ortiz Colón
Institution: Universidad de Jaén
Author: Jairo Pontes de Oliveira
Institution: Ciência e Tecnologia do Maranhão
Author: Juan Manuel Trujillo Torres
Institution: Universidad de Granada
Year of publication: 2014
Source: Show
Pages: 19-30
DOI Address: https://doi.org/10.15804/tner.14.37.3.01
PDF: tner/201403/tner3701.pdf

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M@IVES research addresses the trajectory of Brazilian graduate students and their attitude to the development of educational technology through a pretestposttest quasi-experimental process with experimental and control groups. It has included the design methodology of research since the establishment of the problem posed by the institutions of graduate work in guidance to course work. It analyzes data gathered in the field of research and in light of Brazilian reality. It enhances the development of a new teaching methodology, supported by educational technology - M@ IVES - for research specialization courses Education Area offered in the city of São Luís. It demonstrates, by building Site M@IVES and study developed, the limits and educational opportunities offered by the new methodology presented.

educational technology postgraduate studies teaching methodology multimedia

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Author: Ivo Machar
Institution: Palacky University
Author: Jan Činčera
Institution: Technical University of Liberec
Author: Olga Vránová
Institution: Palacky University
Author: Vilém Pechanec
Institution: Palacky University
Author: Helena Kiliánová
Institution: Palacky University
Author: Jitka Málková
Institution: University of Hradec Králové
Year of publication: 2014
Source: Show
Pages: 31-42
DOI Address: https://doi.org/10.15804/tner.14.37.3.02
PDF: tner/201403/tner3702.pdf

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The authors conducted a survey among graduates of Master’s courses in Teacher Education in Biology to determine their opinions on the importance of biology and environmental education didactics during their pre-graduate studies. Results of the survey indicated some existing deficiencies in pre-graduate teaching of biology and environmental education didactics and raised suggestions for innovation. The survey of 119 respondents was conducted in 2009. Most respondents considered the benefit of their pre-graduate Teacher Education in Biology degree sufficient for their own knowledge in biology, while considering the benefit of a pre-graduate course for their own pedagogic and didactic competencies a small one. The survey proved that most graduates of Teacher Education in Biology studies ranked the subject of biology didactics among the key modules of their pre-graduate degree course and identified several strengths and weaknesses in the teaching of biology didactics. The respondents who were professionally involved in Environmental Education viewed the absence of special didactics of environmental education and limited time allocation for teaching practice as shortcomings of their pregraduate course structure. Based on this research, two educational projects were designed, allowing for the implementation of innovated didactics of biology and environmental education together with specialized teaching practice for biology teacher education students in collaboration with several Czech universities and participating foreign lecturers.

innovation didactics of biology and environmental education biology teachers

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Author: Zoran Kalinic
Institution: University of Kragujevac
Author: Slavko Arsovski
Institution: University of Kragujevac
Author: Zora Arsovski
Institution: University of Kragujevac
Author: Vladimir Rankovic
Institution: Independent Researcher
Year of publication: 2014
Source: Show
Pages: 43-53
DOI Address: https://doi.org/10.15804/tner.14.37.3.03
PDF: tner/201403/tner3703.pdf

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As the whole world is going mobile, application of mobile devices in education, also known as m-learning, is becoming one of the most popular areas of educational research. This paper presents the implementation and evaluation of the effectiveness and students’ attitudes toward an adaptive mobile learning system based on personalized content and mobile web. Personalization of learning materials is based on the Felder-Silverman learning style model and the features of the accessing mobile device were identified using the device library. The results of the study confirm students’ positive attitudes toward mobile learning and the developed adaptive m-learning system. They also prove the effectiveness of the system and m-learning as an additional educational tool in terms of increasing students’ knowledge and scores.

content adaptation mobile web device adaptation personalized mobile learning

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Author: Moon Hyoung-jin
Institution: Hankuk University of Foreign Studies
Author: Nam Jong-ho
Institution: Hankuk University of Foreign Studies
Author: Kim Yong-deog
Institution: Hankuk University of Foreign Studies
Year of publication: 2014
Source: Show
Pages: 54-65
DOI Address: https://doi.org/10.15804/tner.14.37.3.04
PDF: tner/201403/tner3704.pdf

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The objective of this research was to find a more effective method for the teaching of history to Chinese students studying in South Korean universities. Questionnaire surveys and interviews were conducted to investigate those students’ level of knowledge and perceptions of Korean history. Then, in history classes, four teaching methods (comparative-historical, audiovisual, history and language, and rote memorization) were applied over two weeks. Before the treatment, Chinese students said that they liked the audiovisual teaching method the most, but after taking the classes, they preferred the teaching method comparing Korean and Chinese histories. Besides the finding that the comparative method was the most popular, the responses also showed that it was the most effective one in teaching history to Chinese students.

Chinese students history knowledge history teaching methods

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Author: Enrique Sánchez Acosta
Institution: European University, Spain
Author: Juan José Escribano Otero
Institution: Tidewater Community College, Spain
Author: Gabriela Christie Toletti
Institution: Old Dominion University, Spain
Year of publication: 2014
Source: Show
Pages: 66-79
DOI Address: https://doi.org/10.15804/tner.14.37.3.05
PDF: tner/201403/tner3705.pdf

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Although at first MOOC (Massive Open Online Courses) did not use peer reviews, this kind of assessment has increasingly demonstrated the benefits that it can contribute to this type of course by improving the learning process, increasing decisions making abilities, and developing several other academic skills. Other MOOC assessment instruments do not provide students with these opportunities. This paper discusses the results obtained by the most commonly used massive online course platforms, detailing their features and limitations, as well as the experience in the implementation and use of a peer review system for a course of more than 7300 students. This study also comments on how evaluation rubrics are created, along with the final results, and the impact of the inclusion of this type of evaluation in MOOC.

MOOC evaluation peer automatism massive

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Author: Yun Eun-Kyeong
Institution: Hankuk University of Foreign Studies
Year of publication: 2014
Source: Show
Pages: 80-91
DOI Address: https://doi.org/10.15804/tner.14.37.3.06
PDF: tner/201403/tner3706.pdf

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This research aims to study the application of using films in teaching the Arabic language to Korean students. Recently, level based classes and developing communication skills are becoming important goals in foriegn language education. The most effective way to develop the student’s communication skills is to expose them to real life situations and related resources. Films are replicas of real life situations and thus are effective especially in teaching spoken language. This research implies the following things to Arabic education. First, it is best to provide realistic data to students to improve their communication skills. Selecting films that contain conversations and expressions that are used every day, while avoiding violence or contents of too much slang, will allow students to continuously remain interested and focused. Second, a program that connects films to CD-ROM for textbooks needs to be created. Additionally, there is a need to increase the understanding of spoken language through various study programs for Korean teachers. Finally, using interesting films to motivate students will have positive effects and will allow them to approach Arabic through understanding of the language rather than pure memorization.

Arabic language teaching methods films communicative skills

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Author: Shwu Ming Wu
Institution: National Kaohsiung University of Applied Sciences
Author: Cheng Hong Yang
Institution: National Kaohsiung University of Applied Sciences
Author: Wan Chen Hsu
Institution: National Kaohsiung University of Applied Sciences
Year of publication: 2014
Source: Show
Pages: 95-105
DOI Address: https://doi.org/10.15804/tner.14.37.3.07
PDF: tner/201403/tner3707.pdf

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This study aimed to validate the 25-item School Core Competence Scale (SCCS) of the National Kaohsiung University of Applied Sciences. Item analysis and exploratory factor analysis were utilized with 368 undergraduates and confirmatory factor analysis with another 384 undergraduates. The SCSS had eight subscales, including Communication and Expression, International Perspective, Humanity, Civics and Morals, Professional Knowledge and Skills, Integrative Learning, Passion and Anti-stress, and Self-discipline. Results indicated that the SCCS is a valid and reliable instrument among undergraduates. Particularly, women scored higher on Communication and Expression, Civics and Morals, Self-discipline as well as the total scale.

School Core Competence Scale validation studies Taiwanese undergraduates

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Author: Anna Młynarczuk-Sokołowska
Institution: University of Białystok
Year of publication: 2014
Source: Show
Pages: 106-116
DOI Address: https://doi.org/10.15804/tner.14.37.3.08
PDF: tner/201403/tner3708.pdf

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The purpose of this article is to present the results of the research on the issues discussed in the educational initiatives undertaken by Polish non-governmental organizations. The results of the scientific explorations presented in the paper are the outcome of the PhD research project Intercultural Non-formal Education in Poland on the Example of Non-governmental organizations activity. The project included surveying 65 leaders of different non-governmental organizations from three cities with different cultural make-ups, i.e. Bialystok, Poznan and Warsaw. The study was conducted in 2010 – 2012 according to the eclectic research approach, which allowed gathering quantitative and qualitative data. Based on the analysis of the empirical material, the author of the article presents: the issues tackled in the initiatives carried out by Polish non-governmental organizations, the structure of their implementation and the types of activities undertaken (in view of the issues analysed). An outline of the research problems precedes the discussion on the research results.

non-governmental organizations cultural diversity intercultural non-formal education

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