Implementing Cross-Culture Pedagogies

Thanh, Pham Thi Hong

doi:10.1007/978-981-4451-91-8

Cited by 10 publications

(7 citation statements)

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“…The same expression (Thanh, 2014) states that teachers and students need cooperative methods that can help teachers review and help students memorize (Fekri, 2016). In fact, cooperative learning is a teaching method, inspires social skills through student interaction, and for improving language learning training.…”

Section: Cooperative Correlationmentioning

confidence: 99%

The Concept of Memorizing Hadith based Cooperative Social at Elementary Islamic School

Malikah¹,

Purnama²,

Sholihah³

2021

QLMN

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The importance of memorizing hadiths in Islamic elementary schools is able to invite students to remember hadiths permanently for a long time. However, the acquisition of permanent memorization results is only possessed by students who concentrate well when watching the teacher repeat the hadith. This study describes the step of collaborative learning to memorize hadiths to improve memorizing results for all students in the class. This research describes; 1 concept of collaborative learning to improve the ability to memorize hadiths; 2. To explain the steps in collaborative learning memorize the hadith in Islamic elementary school. 3. This research is analyzed based on the research description of the literature review on the principle of cooperation as a social ability and the principle of memorizing as cognitive abilities internalized to facilitate memorizing hadiths without leaving the value of cooperation. The result is that the concept of collaborative learning memorizes hadiths called SRAD GO, namely Seeing, Relating, Associating, Defending and Goal as community learning memorizing group hadiths

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Section: Cooperative Correlationmentioning

confidence: 99%

The Concept of Memorizing Hadith based Cooperative Social at Elementary Islamic School

Malikah¹,

Purnama²,

Sholihah³

2021

QLMN

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“…(Choi & Lee, 2009;Kwon, Lee, & Shin, 2017;Zeng, 1995) are quite alike at higher education entrance stage at least. This assessment regime again goes against the cooperative learning principles, which emphasizes learning and its process, and cooperation for improved learning outcomes and capabilities (Thanh-Pham, 2014).…”

Section: Competitive Assessment Context (In Chc)mentioning

confidence: 99%

“…Studies in Thanh-Pham (2014) were conducted within five countries [Hong Kong (5), Singapore (4), Taiwan (3), Malaysia (3) and China (2)], with 12 out of 17, that is, 70.6% being economically developed regions. Geographical coverage in this review is more than doubled and includes a dozen, or say, most of the CHC countries.…”

Section: Insignificant Factor 1: Locationmentioning

confidence: 99%

“…Of course, validity, the first issue that Thanh-Pham (2014) spotted from the literatures of ten years ago, could now serve to explain, in part, this seemingly big and quick change. This is evidential in the many 'not reported' items in Table 2 (3 in participant column, 9 in duration column, and 6 in subject column).…”

Section: Conclusion: Changing Contexts and Adaptive Agencymentioning

confidence: 99%

“…This role definition of teacher and the hierarchical teacher/students relationship form quite an antithesis to the advocated roles of the teacher as a learning facilitator and scaffolder, or so-called "guide on the side" (p.4) by Morrison (2014), who emphasizes developing students' high-level knowledge and learning process, and the student as an active, participative and interdependent meaning co-constructor, who is responsible not only for his/her but also for others' learning, in the cooperative learning regime (Thanh-Pham, 2014).…”

mentioning

confidence: 99%

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The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade

Chen¹,

Liu²

2017

IJHE

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Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts. This paper is built on Thanh-Pham's (2014) review of literature, which is on the impact of cooperative learning on the CHC students' learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.

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In-between worlds: Chilean university lecturers’ experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic

Dai

García

Olave-Encina

2023

Education Tech Research Dev

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The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers’ teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers’ various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an ‘in-between’ mode mapped by different teaching mediations. The participants’ teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors’ teaching experiences from traditional to a technology-mediated online setting.

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Implementing Cross-Culture Pedagogies

Cited by 10 publications

References 0 publications

The Concept of Memorizing Hadith based Cooperative Social at Elementary Islamic School

The Concept of Memorizing Hadith based Cooperative Social at Elementary Islamic School

The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade

In-between worlds: Chilean university lecturers’ experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic

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