Journal of Education and Learning (EduLearn)
Journal of Education and Learning (EduLearn) ISSN: 2089-9823, e-ISSN 2302-9277 is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. This journal is ACCREDITED (recognised) SINTA 2 by the Ministry of Research and Technology/National Research and Innovation Agency, Republic of Indonesia (RISTEK-BRIN) (Decree No: 60/E/KPT/2016). The EduLearn is indexed by ERIC Institute of Education Sciences (IES) of the U.S. Department of Education. The focus and scope of EduLearn includes the following topics: 1. Career development and training in education and learning: entrepreneurship curriculum, internship programmes, lifelong learning, technology transfer, training educational staff, university-industry cooperation, vocational training, workplace training and employability issues, etc. 2. Experiences in education and learning: curriculum design and development, educational management, educational trends and best practice contributions, enhancing learning and the undergraduate experience, experiences in game based learning, higher education area: the bologna declaration and ects experiences, learning experiences in higher and further education, learning experiences in preschool education, pre-service and in-service teacher experiences, quality assurance/standards and accreditation, special education, stem in education, transferring skills and disciplines, etc. 3. Experiences in education and learning research: academic research projects, research methodologies, links between education and research, new projects and innovations, etc. 4. International projects in education and learning: new experiences for the international cooperation, project outcomes and conclusions, university networks, exchange programmes and erasmus experiences, the internationalization of universities, funding programmes and opportunities, etc. 5. Pedagogical innovations in education and learning: learning and teaching methodologies, evaluation and assessment of student learning, accreditation for informal learning, new learning/teaching models, neuroscience in education, language learning innovations, collaborative and problem-based learning, personalized learning, tutoring and coaching, flipped learning, etc. 6. General issues in education and learning: education and globalization, multicultural education, impact of education on development, planning digital-age school and learning spaces, organizational, legal, policy and financial issues, leadership in 21st century education , barriers to learning (age, psychosocial factors, ethnicity...), ethical issues and plagiarism in education, access to internet: advances and problems, diversity issues, women and minorities, student support in education, funding programmes and opportunities, etc. 7. Computer supported collaborative work: augmented reality, collaborative virtual environments (CVEs), community building, computer-mediated communication (CMC) tools, social & digital media in education, web 2.0 and social networking: (blogs, wikis...), web 3D applications and virtual reality, etc. 8. E-content management and development: digital identity management, digital libraries and repositories, e-portfolios, intellectual property rights, knowledge management, learning analytics, open access education, security and data protection, user-generated content, etc. 9. Educational software & serious games: animation and 3D systems, computer software on education, educational multimedia and hypermedia, educational software experiences, educational/serious games, gamification, gaming consoles as learning tools, videos for learning (YouTube generation), etc. 10. e-Learning: blended learning, distance learning, educating the educators, e-learning for environmental sustainability, e-learning standards (SCORM), e-learning projects and experiences, e-moderating, e-tutoring & mentoring, intelligent tutoring systems (ITS), learning management systems (LMs), managed learning environments (MLEs), massive open online courses (MOOCs), mobile learning, online assessment, online/virtual laboratories, personal learning environments (PLEs), training, evaluation and assessment, virtual learning environments (VLEs), virtual universities, etc. 11. Emerging technologies in education: advanced classroom technology, best practices in multimedia-based education, BYOD (bring your own device) and 1:1 learning, flipped classroom, ICT for development, ICT skills and digital literacy, mobile and tablet technologies, new platforms to teach coding skills (arduino, raspberry PI,...), technology-enhanced learning, the impact of web technologies on education, web classroom applications, etc. Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.
Articles
1,192 Documents
<![CDATA[Prospective Teachers Proportional Reasoning and Presumption of Student Work ]]>
<![CDATA[Mujiyem Sapti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 3: August 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i3.1693
<![CDATA[This study aimed to describe the proportional reasoning of prospective teachers and their predictions about students' answers. Subjects were 4 prospective teacher 7th semester Department of Mathematics Education, Muhammadiyah University of Purworejo. Proportional reasoning task used to obtain research data. Subjects were asked to explain their reasoning and write predictions of student completion. Data was taken on October 15th, 2014. Interviews were conducted after the subjects completed the task and recorded with audio media. The research data were subject written work and interview transcripts. Data were analyzed using qualitative analysis techniques. In solving the proportional reasoning task, subjects using the cross product. However, they understand the meaning of the cross product. Subject also could predict students' reasoning on the matter.]]>
<![CDATA[Affirmative Action Application or Black and White in South Africa Higher Education Institutions: Is it the way forward or not? ]]>
<![CDATA[Christiena Maria van der Bank]]>;
<![CDATA[Jafta Mphahlani]]>;
<![CDATA[Kholeka C Moloi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i4.2495
<![CDATA[We will, demonstrate what affirmative action entails, its origin and the relationship with discrimination and equality. The paper will also highlight the implementation of affirmative action in the Higher Education sector in South Africa. Affirmative action or black and white are the additional corrective steps which must be taken in order that those who have been historically disadvantage by unfair discrimination before 1994 are able to derive full benefits from an equitable employment environment. While there has been a significant increase in the number of women appointed into management positions, the proportion in relation to the total number of women in senior posts such as those of Vice Chancellors, Deputy-Vice Chancellors and Executive Deans still remains problematic. Considerations should be taken with regard to issues of access, equity and relevance. Indeed, affirmative action should be located within a rigorous process that will ensure that those who are for example, promoted to senior positions both in private and public sectors are able to demonstrate strategic thinking and action, quality execution of tasks, efficiency and effectiveness in achieving organisational goals. This will also be followed by a brief South Africa’s case study of different entities (South African Breweries and Sowetan Newspaper). A comparison of USA’s affirmative action and whether “there is a light at the end of a tunnel – affirmative action” will be done.]]>
<![CDATA[Tools for collaboration across STEM fields ]]>
<![CDATA[James A. Ejiwale]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 3: August 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i3.161
<![CDATA[Supporting learners at different stages of learning is essential to achieve positive learning, critical thinking, technical and problem solving skills, and gainful employment upon graduation. Collaboration is critical to providing strong foundational educational support to all learners as they advance to higher level of learning. More important is the need to promote collaboration among educators and other professionals across the Science, Technology, Engineering, and Mathematics (STEM) fields who educate the learners throughout their academic pursuit in their respective institutions of learning. To reap the value in diverse teams, the promotion of emergent interdependence fosters seamless collaborative activities across STEM disciplines. For industrial technology programs to prepare students with skills necessary to supervise and manage the future workforce of any organization successfully, necessary tools must be utilized for the success of the collaborative effort. This paper addresses leadership and knowledge sharing among collaborators, the educational aspects of research facilities and research clusters as some of the tools necessary to develop program through collaboration in STEM fields. ]]>
<![CDATA[Muslim Education in Post- independent India: Past, Present and Future ]]>
<![CDATA[Intakhab Alam Khan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i1.3184
<![CDATA[The real journey of education in general and higher education in particular in India started after 1947. Education is its journey can’t stand alone but institutional roles need to be included to assess the contribution as a whole. The institutions of higher learning are considered the most important agency of social change, social transformation, and entire development of the country. Muslim education has always been a serious issue despite availability of so many academic institutions in general and minority institutions in particular. The poor condition of the Muslims’ education can’t be attributed to the government only, but the society, home, economy, motivation, employment and similar factors. The present article is a modest attempt towards exploring and analyzing the miserable state of Muslim education and associated factors.]]>
<![CDATA[Moving Beyond On Home Country: Developing Global Citizenship through International Learning in Japan ]]>
<![CDATA[Rahimah Muhammad Nor]]>;
<![CDATA[Zakaria Mustafa]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 3: August 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i3.178
<![CDATA[Globalization causes increasing competition in facing future challenges become more intense. Students as new generation the future need to improve their ability and talents in term of foreign language proficiency, knowledge, intercultural competency to remain viable. Students mobility to abroad as platform to build student’s knowledge, skills and character and the experience become more reflective to the workforce needs of today. This paper examine the impact of study abroad program among Malaysian students (N=245) who studying in Japan. Quantitative analysis of the data revealed that strongest influenced study abroad participation that (a) enhanced their tolerance towards people who different culture, (b) enhanced their awareness about cultural difference, (c) influenced their awareness of the importance of diplomatic relations between Malaysia and Japan and (d) increased their desire to engage in employment sector organization or international company and enhanced their Japanese language skills. The result gives an insight that study abroad program will give them opportunity to get out from their own culture and society to explore new worlds, build their own identity and competencies, and challenge ourselves to work or living together with people who have different cultural background. Study abroad program will provide first-hand learning experience to students.]]>
<![CDATA[Teaching Grade Eight Science with Reference to the Science Curriculum ]]>
<![CDATA[Rasel Babu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 3: August 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i3.3869
<![CDATA[A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities. ]]>
<![CDATA[Contemporary Approaches to Research in TESOL ]]>
<![CDATA[Sardar M Anwaruddin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 4: November 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i4.194
<![CDATA[Teaching English to Speakers of Other Languages (TESOL) is one of the largest educational enterprises in the world. Tens of thousands of teachers—both native and non-native speakers of English—are engaged in TESOL across the world. This large population of teachers depends heavily on academic researchers for developing their knowledge base. Although it is evident that teachers who engage in classroom research are more aware of their practices and better able to facilitate student learning, teacher-research is a minority activity in the field of TESOL. In this article, I briefly discuss TESOL practitioners’ conceptions of research. Then, I focus on a dichotomous relationship between qualitative and quantitative approaches to research, and review some contemporary orientations to TESOL research. I conclude the article with a recommendation that TESOL practitioners engage in action research for their professional development as well as their students’ increased learning of the target language.]]>
<![CDATA[Obstacles to the Spread of E-Learning in the Arab Countries ]]>
<![CDATA[Harith Abood Abbas]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i4.4252
<![CDATA[ This study aimed at investigating the obstacles hindering the spread of e-learning in the Arab countries. 400 of Arab universities teaching staff members were randomly selected to give their opinion on 48 statements of a questionnaire. The results showed that the main obstacles are: the need for face-to-face communication between teachers and students, lack of English and computer skills, as well as the lack of technological infrastructure and a legal framework that may let the adoption of this kind of education be possible. ]]>
<![CDATA[English Language Teaching: Teaching of Hedges ]]>
<![CDATA[Charles Ko]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 2: May 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i2.212
<![CDATA[A hedge is a mitigating word or sound used to lessen the impact of an utterance. It can be an adjective, for example, ‘Small potato me is not as strong as you’; or an adverb: ‘I maybe can swim faster than you’, while it can also consist of clauses, that it could be regarded as a form of euphemism which should be taught as a main topic in English class of schools around the world. For instance, in Hong Kong schools, based on my observation while teaching in a number of primary and secondary English courses as a tutor, students report that their school teachers usually emphasize the teaching of all cohesive devices in terms of skills of writing while they neglect to explain the importance of the use of hedges in order to show euphemism. In this study, I would adopt Corpus Linguistics, a division of applied linguistics, as methodology to discover a great deal of hedges employed by so-called native speakers of English, for promoting the idiomatic usage of hedges in writing, nevertheless in speaking, so as to help teachers gain resources and inspiration in teaching to students the appropriate English hedges as a consequence of the author’s hard effort while revealing from the selected corpora of this paper.]]>
<![CDATA[Communication Skills Training in the Medical Curriculum ]]>
<![CDATA[Branet Partric]]>;
<![CDATA[Yasar Albushra Ahmed]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 3: August 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i3.18490
<![CDATA[Communication is an essential skill in the armory of any worker in the health field. It is an integral part of the skills required, not only in medical doctors, but in all health workers. Communication is more than history taking; it includes all methods of interaction with patients, patient's relatives, members of the health care team, and the public. Many studies stressed that the main complaints of patients are related to communication problems and not to clinical competency. This has contributed to an increase in the number of law suits, non-adherence to medical regimens, and the tendency of patients to keep changing physicians and hospitals. Also, it has been shown that health outcome is positively affected by proper communication. This includes patient's satisfaction and cooperation, decrease in treatment duration, decrease in painkillers requirements, and decrease in hospital stay. Also, it has been shown that communication skills can be taught and important changes in physician's behavior and in their communication skills have been demonstrated after courses of communication skills. Thus, many medical colleges in the world are including communication skills courses in their undergraduate and graduate curricula.]]>
