International Journal of Instruction, v13 n1 p783-796 Jan 2020. 14 pp.
Critical Thinking, Thinking Skills, Humanities, College Students, Science Education, Foreign Countries, Cognitive Tests, Test Items, Gender Differences, Scores, Mastery Learning, Cornell Critical Thinking Test, and Oman
The level of critical thinking skills of Omani tertiary-level students is an area that has received only a limited amount of investigative attention. This study employed an adapted version of the Cornell Class-Reasoning Test, Form X to assess the critical thinking skills of students in the humanities- and science-based colleges of Sultan Qaboos University, Oman. The test featured 36 questions across six item groups that were associated with five critical thinking principles. Descriptive analysis was used to calculate overall correct percentages for the entire test and for each item group in order to determine whether participants had mastered or failed to master the critical thinking principle. Independent samples t-tests were also used to explore if statistically significant differences existed on item group totals based on the independent variables of gender and college of study, while a one sample t-test compared overall test results with those reported for foundation students at the research site who took the same test in a previous study. Results indicate that participants had either failed to master, or had neither mastered nor failed to master, all five of the assessed principles. However, they recorded significantly higher scores on four of the six item groups than foundation students in the earlier study. Female participants received higher overall test scores than their male counterparts, although there was no difference based on college of study.
Research-publishing.net, Paper presented at the EUROCALL 2019 Conference (27th, Louvain-la-Neuve, Belgium, Aug 28-31, 2019). 7 pp.
Educational Technology, Second Language Learning, Second Language Instruction, Role, Case Studies, Higher Education, Technical Support, College Faculty, Faculty Development, Technological Literacy, Blended Learning, Online Courses, Barriers, Humanities, Pedagogical Content Knowledge, Computer Assisted Instruction, Teaching Methods, Language Teachers, and Universities
In recent years, schools, municipalities, and universities have made increasing use of educational technologists (edtechs) to support teaching staff in the delivery of technology-based courses in face-to-face, blended, or purely online formats. This paper is a case study focusing on the types of training and support provision provided by three edtechs within the arts and humanities faculty of a large provincial university in southern Sweden. The edtechs also identify a number of obstacles in the way of developing Information and Communication Technology (ICT) and computer assisted language learning expertise among teaching staff. [For the complete proceedings, see ED600837.]
Online Submission, International Journal of Instruction v12 n3 p1694-6090 Jul 2019. 16 pp.
Foreign Countries, Mentors, Teacher Researchers, Research Reports, Social Sciences, Humanities, College Faculty, Writing for Publication, Language Skills, English (Second Language), Rhetoric, Authors, Workshops, Writing Improvement, and Indonesia
Indonesian scholars in social sciences and humanities are far behind scholars in sciences and engineering in international journal publication and their unfamiliarity with English rhetorical style has been blamed as the main cause. The purpose of this study is to improve the rhetorical quality of research article drafts written by Indonesian university lecturers in social sciences and humanities. Using genre-based method, a group of 20 lecturers were mentored to improve the rhetorical quality of their research article abstracts, introductions, methods and discussions and their drafts were evaluated following the frameworks suggested by Swales (1990 and 2004), Swales et al., (2009), Peacock (2011) and Lim (2006). The results show that the rhetorical quality of the lecturer's article drafts satisfactorily improved in terms of the rhetorical moves and steps, the way they justify their research project and the number of references they use in their drafts. This implies that genre-based mentoring is effective enough to improve the ability of lecturers in writing research articles to be published in reputable international journals.