Culture of Active versus Passive Learning: Transformative Experience in Learning Qualitative Inquiry Course (Published)
This paper provides an important personal reflective journal emerging from the existing experience of qualitative inquiry course and analysis of international students’ experiences on the culture of active versus passive learning and how we can archive transformative learning. Based on the finding emerging from focus group interviews with international students, three general themes emerged, including teacher-students’ interaction, communication skills and International-Chinese students’ relationship as aspects promoting transformative learning. The author concludes that the active learning method was the best way to promote transformative learning among students. The study has implications for future research on the culture of active versus passive learning and on how transformative learning can be promoted in the university milieu.
Reading Early Modern Poetry in University Classrooms: Focusing On Students’ Real-Life and Active Learning (Published)
The purpose of this paper is to reconsider reading classical Literature in university classrooms. Literature has been considered unsuitable for teaching and learning English language, due to its syntactic and lexical difficulty and its old and outdated vocabulary not practiced in today’s English. Although many educators have realized that literature could provide the pleasure of learning a new language through interesting stories and poems, one of the main concerns in language learning classrooms is said to be the lack of authenticity of teaching materials, which can put students at a disadvantage when faced with real-world situations. This paper focuses on reading classical early modern poetry which seems to be outdated for the learners, considering how to connect it with the learners’ real-world situations in the classroom.
The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan (Published)
The study aimed to investigate the impact of active education strategies on developing self-efficacy academic achievement. The number of the study members reached (59) students from the seventh primary grade. They were chosen from the seventh primary grade students. To achieve the goals of the study, a measure was used in the subjective effectiveness, and an achievement test in the subject of Islamic education. The results of the study revealed the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group. This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects.
Active Learning Opportunities Provided By Digital Technologies to Albaha EFL University Students (Published)
This paper aimed to investigate the active learning opportunities provided by digital technologies to EFL Saudi University Students at Albaha University, at first semester (2015-2016). The intentional samples consisted of (43). To achieve the goals the researcher developed a questionnaire consist of (16) items. The reliability and stability has been verified. The paper tries to highlight the extent to which do digital technology gives EFL students opportunities for practicing and enhancing their English language and their future career. The researcher hypothesized that using digital technologies provide Albaha university EFL students with ample and active learning opportunities. To examine this hypothesis, the researcher adopted descriptive and analytic methodology. Data were collected from different resources including student’s questionnaire. The results showed that using digital technologies provide EFL Albaha university student with ample learning opportunities. The collected data were analyzed and the paper concluded with many recommendations.
The Use of Motivational Teaching Strategies of Teaching Business Education at Botho University in Botswana (Published)
The purpose of this study was to examine how frequently and effectively lecturers use motivational teaching strategies in their teaching of business education to undergraduate students at Botho University. A number of authorities allude to the fact that the choice and use of teaching strategies are critical factors in the success of the teaching/learning process. It is also shown in literature that motivational teaching strategies give ownership of the learning process to the students and hence is a highly stimulating way of ensuring students are actively engaged and benefit from their learning. The study assumed a quantitative approach with a structured questionnaire that employed a five-point Likert scale used for data collection. The SPSS version 21 was used for data analysis. Results of the study showed that most of the lecturers teaching at undergraduate level at Botho University frequently and effectively use motivational teaching strategies