The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students’ Affective Skills

Tatar, Nilgün; Akpınar, Ercan; Feyzioğlu, Eylem Yıldız

doi:10.1007/s10956-012-9429-1

Cited by 10 publications

(7 citation statements)

References 39 publications

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“…For instance, Oztan (2012) found that using intelligent boards enhanced the success of 7th-grade learners in the "work, power, and springs" field in science and technology that can affect their achievement. In line with this, Tatar et al (2013) conducted a study and found that the computer-assisted education by the educator positively affected the learners' educational achievement. Another study carried out by Bugueño (2013) proved that using TPACK encouraged active language teaching in an English as a Second Language (ESL)/English as a Foreign Language (EFL) classroom.…”

Section: Introductionmentioning

confidence: 84%

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement

Duan

Chen

2022

Front. Psychol.

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Educators themselves and their knowledge are the most significant elements in learners’ success and achievement; however, there is little information about the specialized knowledge held by educators. Recently, conceptualizing educator knowledge has become a complicated issue that involves that the comprehension of important basic phenomena, such as the procedure of educating and learning, the notion of knowledge, and the way educators’ knowledge, has become practical within the class. Technological Pedagogical Content Knowledge (TPACK) was presented as a theoretical structure for the knowledge base because educators have to efficiently instruct with technology and it is regarded as a valuable framework for explaining and understanding technology integration into various academic environments, such as English as a Foreign Language (EFL) class. This paper is intended to review the related literature on the role of an English teacher using the TPACK framework for teaching English and their role in students’ achievement. Based on the related literature, there is a significant and direct association between EFL teachers’ TPACK and EFL students’ achievement. Succinctly, some recommendations have been proposed for educational stakeholders.

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Section: Introductionmentioning

confidence: 84%

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement

Duan

Chen

2022

Front. Psychol.

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“…Technology was used to improve students' perceptions of the subject of electricity [19]. The use of interactive activities, visual experiments and animations was effective in overcoming students' initial negative perceptions about the subject.…”

Section: Impact Of Ict In Educationmentioning

confidence: 99%

Analysis of Online Social Interactions Based on Positive Reinforcement Social Networks in a K–12 Geometry Class

Romero¹,

Fardoun

Penichet

et al. 2021

Applied Sciences

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Online social networks are part of our daily life. They are widely used among university students. These platforms have positive and negative aspects. Focusing on the positive aspects, positive reinforcement social networks (PRSNs) have been used to improve the participation of high school students in the classroom. The main objective of this study is to analyze online social interaction on PRSNs, in order to find out if they have a positive impact on classroom participation and students’ self-perceptions of their own social skills, especially in the supposedly difficult STEM (Science, Technology, Engineering and Mathematics) subjects, where engagement tends to be lower. An education-oriented PRSN platform has been developed and used by the experimental group of students to promote discussion and facilitate the sharing of different types of materials. These materials had to be related to students’ academic and professional life, but not necessarily related to Mathematics. A total of 72 Geometry students (K–12) and their teacher participated in a semester-long experimental study. Analyses of the interactions through the proposed platform combined with classroom participation revealed that students from the experimental group showed an improvement not found in the control group. Moreover, perceptions of students’ own online skills were analyzed, showing a positive impact after the experiment.

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“…Affective activities include narrative stories, lively debate, and realistic scenarios (Bae, Lee, & Bae, 2014;Jagger, 2013). Measurable changes in attitudes and values toward a subject may be achieved through videos in instructor-facilitated lessons (Tatar, Akpınar, & Feyzioğlu, 2013). Narrative entertainment can influence prosocial behaviors (Bae et al, 2014).…”

Section: Changing Culturementioning

confidence: 99%

Can Values be Trained? Applying Affective Engagement to Change Organizational Culture

Ellis¹,

Brown²

2020

Perf Improvement Qrtly

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rganizational culture is as common a topic in the arena of workforce development as climate change is in the news. Much like climate change, organizational change occurs over decades, and there is great debate over which factors have contributed and to what extent. In 2015 the U.S. Air Force recognized the need to change its culture in the wake of much-publicized sexual assaults (U.S. Department of Defense, 2014b). The outcome of the 2015 Air Force Sexual Assault Prevention and Reporting (SAPR) Summit was a call for a new approach to teaching sexual-assault prevention throughout the Air Force. The director of the Air Force Sexual Assault Prevention Office recommended redesigning training from awareness to action, and from identifying negative behaviors to emphasizing the positive behaviors the Air Force wishes to reinforce (G. M. Grosso, personal communication, 2015). The U.S. Air Force proclaims an organizational culture that promotes and protects individual dignity and mutual respect among its members (Wright, 2014). However, sexual assaults harm that culture and lead to higher medical costs, diminished readiness, and lower retention. These trends are why SAPR education receives significant attention from senior leaders (Hagel, 2015). Previous SAPR awareness programs that focused on negative behaviors failed to foster a culture of dignity and respect. This failure was evident in the sexual assault crises that occurred in 2014. Organizational cultures can be changed through training intervention and thereby impact member performance (Watkins & Leigh, † The views expressed by the authors are their own and do not necessarily represent those of the U.S. Air Force.

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The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students’ Affective Skills

Cited by 10 publications

References 39 publications

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement

Analysis of Online Social Interactions Based on Positive Reinforcement Social Networks in a K–12 Geometry Class

Can Values be Trained? Applying Affective Engagement to Change Organizational Culture

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