Autonomous Learning in Tertiary University EFL Teaching and Learning of the People‟s Republic of China

Lu, Jinjin

doi:10.7763/ijiet.2012.v2.215

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…There are instructors who employ a pedagogical approach which oppresses students' voices and dominates the teaching-learning process. Such pedagogy is sequenced for students to memorize and repeat (Freire, 2010;Lu, 2012). Similarly, authoritarian regimes use the same approach to deposit their political ideas and mould individuals' attitudes towards their political objectives.…”

Section: Pedagogical Practicesmentioning

confidence: 99%

Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions

Tsegay

Zegergish²,

Ashraf

2018

Higher Education for the Future

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Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students' experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors' pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socioeconomic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors' pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.

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Section: Pedagogical Practicesmentioning

confidence: 99%

Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions

Tsegay

Zegergish²,

Ashraf

2018

Higher Education for the Future

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“…Emphasis on rote memorization and examination has affected the selection of teaching approaches and student performance (Dello-Iacovo, 2009). As a result, many teachers use teacher-centered approaches, such as lecturing with limited or no student participation (Lu, 2012; Tsegay & Ashraf, 2015). Indeed, such an approach fails to recognize the participation of many students, particularly those who do not perform well and, thus, leads to students’ boredom and disinterest in the teaching-learning process (Daschmann et al, 2013).…”

Section: Blended Learning In Diverse Educational Settings: a Literatu...mentioning

confidence: 99%

Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers

2021

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The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers’ perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers’ perception of blended learning which contributes to global educational development.

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“…However, it could not be easy for HEIs to nurture global citizenship. The process of knowledge transmission in many countries like Eritrea has been directly from the teacher to students and its delivery was carefully sequenced for students to memorize, repeat and understand (FREIRE, 2010;LU, 2012;DASCHMANN, GOETZ & STUPNISKY, 2013). In addition, teachers' knowledge and experiences of using critical pedagogies can also be a challenge in nurturing global citizenship (BHUTTO, 2011).…”

Section: Pedagogical Practices For Fostering Global Citizenshipmentioning

confidence: 99%

El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

Tsegay

2016

REEC

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This study argues that there are important potentialities in the interplay between critical pedagogy and course content in Eritrean Higher Education Institutions (HEIs) for cultivating graduates who are prepared to act as global citizens. To understand whether these potentialities are being realized, an examination of HEIs' pedagogical practices is necessary. Thus, through document analysis and semi-structured interviews, this study asked, how do students and staff at Eritrean HEIs experience these institutions' pedagogical practices? Despite different challenges, the study concluded that Eritrean HEIs, through their use of mixed pedagogical practices that illustrate both critical and semi-interactive pedagogical experiences, are indeed equipping their students with the knowledge, skills and attitudes to act as responsible global citizens. Without generalization, the research to some extent can be considered as explanatory to other developing states and nation-states with similar conditions as Eritrea.* Beijing Normal University (China). The Role of Higher Education in Nurturing Global Citizenship in Eritrea Samson M. Tsegay 184Revista Española de Educación Comparada, 28 (2016), 183-201 DOI: 10.5944/reec.28.2016 KEY WORDS: Eritrea, Higher Education, Pedagogical Practice, Globalization, Global Citizenship. RESUMENEste estudio argumenta que existen potencialidades importantes en la interacción entre la pedagogía crítica y el contenido de los cursos en las instituciones de educación superior de Eritrea (IES) para formar a unos graduados que se están preparados para actuar como ciudadanos globales. Para comprender si se están desarrollando estas potencialidades, es necesario examinar las prácticas pedagógicas de las IES. Así, a través del análisis documental y de entrevistas semiestructuradas, este estudio se preguna, ¿cómo experimentan los estudiantes y el personal de las IES de Eritrea las prácticas pedagógicas de estas instituciones? A pesar de los diferentes desafíos, el estudio concluye que las IES de Eritrea, a través del uso de prácticas pedagógicas mixtas que ilustran experiencias pedagógicas críticas y semi-interactivas, están equipando a sus estudiantes con los conocimientos, habilidades y actitudes para actuar como ciudadanos globales responsables. Aunque sin poder generalizar, la investigación puede considerarse como explicativa de otros estados en vías de desarrollo y estados-nación con condiciones similares a Eritrea.

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Autonomous Learning in Tertiary University EFL Teaching and Learning of the People‟s Republic of China

Cited by 7 publications

References 6 publications

Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions

Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions

Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers

El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

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