Meta-Analysis on the Effectiveness of Argument-Based Learning on Students’ Conceptual Understanding

Ramallosa, Jenifer M.; Funa, Aaron A.; Geron, Antonette T.; Ibardaloza, Rosel T.; Prudente, Maricar S.

doi:10.1145/3514262.3514305

Cited by 2 publications

(1 citation statement)

References 17 publications

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“…Further, in times of emergencies, educators are left with no option but to accommodate students with every opportunity they have available. In order to deliver effective instruction and achieve learning goals, teachers need to possess pedagogical skills tailored specifically to distance learning practices (Ramallosa et al, 2022) and consider students' SRLS. Thus, enhancing the SRL experiences of pre-service teachers can yield far-reaching implications for educational reform, as it can cultivate a generation of educators who are better prepared to navigate evolving educational contexts and learning environments.…”

Section: Introductionmentioning

confidence: 99%

Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

TÜMEN AKYILDIZ,

ÇIĞ,

ÇELİK

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

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The devastating earthquake that struck southern Türkiye has challenged teaching and learning, as in the COVID-19 pandemic, since a rapid transition from face-to-face education to emergency remote education occurred in higher education institutions. The shift to post-earthquake emergency remote education (PERE) has also posed challenges to college students' self-regulated learning skills (SRLS). This issue has also affected students enrolled in certain programs, such as English Language Teaching (ELT). Therefore, this study aims to investigate ELT pre-service teachers’ views on the use of SRLS during the PERE period. The methodology in this research is a semi-structured interview carried out through focus group discussion and included eight junior ELT pre-service teachers at a university in the Black Sea Region in Türkiye. The researchers conducted the interview via Zoom, and qualitative content analysis was used to examine the data. The findings revealed that the majority employed SRLS efficiently in face-to-face education and even in pandemic-driven remote education, and they found it hard to achieve the same level of performance during PERE. They are not fully behaviorally, metacognitively, and motivationally self-regulated learners in PERE. The findings, thus, suggest that motivational factors, psychological distress, and the issues that cause emergency remote education can affect the effective implementation of self-regulated learning (SRL). Hopefully, this research will contribute to understanding ELT pre-service teachers’ SRLS during emergency remote education launched after a natural disaster, as a relatively small body of literature is concerned with emergency remote education processes after a natural disaster.

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Section: Introductionmentioning

confidence: 99%

Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

TÜMEN AKYILDIZ,

ÇIĞ,

ÇELİK

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

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Secondary Teachers’ and Students’ Perceptions of Distance Education in Science: Focus on Learner-Centered, Action-Oriented, and Transformative Learning

Funa,

Gabay,

Esdicul

et al. 2023

DLU JOS

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The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement.

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Meta-Analysis on the Effectiveness of Argument-Based Learning on Students’ Conceptual Understanding

Cited by 2 publications

References 17 publications

Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

Secondary Teachers’ and Students’ Perceptions of Distance Education in Science: Focus on Learner-Centered, Action-Oriented, and Transformative Learning

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