Practice and Theory in Systems of Education

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Editorial Board

Volume 8 Number 4 2013
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)

Using Aldrich's Model to Develop a Computer Simulation for Acquiring Computer Maintenance Skills and Satisfaction towards Learning,
pages 301-315

This paper aims to reflect on the experience of designing a computer simulation program to acquire computer maintenance skills according to Aldrich's simulation creation model which is consisting of 13 phases, the activities of this research took place in the Department of Computer Science at Dammam University. The experiment has been made on a sample of (75) female students; in the fact that; the maintenance subject requires practical skills, teachers were facing two main problems in the lab lecture of computer maintenance, first, the learner cannot follow the teacher's practical explanation because the learners bound around her to watch, which might lead the teacher to re-explain more than once, this re-explaining would waste the lecture time and the time needed for practicing, The second problem is that when learners apply what they have learned on one or two computers others have to wait until they finish, this also decreases the time needed for practicing, some learners might not have enough time to master the skill others might not have the time to practice at all; So the suggested solution was a simulated computer maintenance lab environment designed by Aldrich's educational simulation creation model using Gange psychomotor skill teaching model to explain the skills and bloom's mastery learning theory to evaluate them. The simulation has saved the time for the learners to practice what they've learned manually, and reduced the time taken in explanation and training because the learner watches the explanation on the computer and trains to install the parts on the computer too without affecting the time needed to train other learners. The outcomes of the research proved the effectiveness of the proposed simulation in acquiring computer maintenance skills and extending the time needed for practicing, which in turn contributed to accelerate the educational process and improve its outcomes. The results also revealed that; participants were highly satisfied with using simulation software in learning maintenance skills.

Ákos GOCSÁL, Renáta TÓTH:
Development of Student Competences by Creating an Instructional Video: Presentation of a Case,
pages 316-330

In the era of information technologies, teachers need to acquire new skills and competences. Info-communication technology (ICT) is extensively used in education and the development of student competences to use ICT should be focused in the process of teacher training. This paper reports on a project of which the aim was to create an instructional video with a group of student teachers, whose majority belongs to the age group of 30-50. The project was planned with the involvement of the group; however, the students mostly expected the teacher to tell them what to do and were in general reluctant to take an active part in the project. The video was created with a significant participation of the teacher. The project was a success in terms of the motivation and raising the interest of the students, but failed to involve them to play an active role in the creation process. It is concluded that creation of an instructional video can be a valuable tool in the development of student teachers' competences, but the way it was implemented in the present case needs further revision.

Alternative Computer Based Testing System,
pages 331-337

Exams are the endpoint, and therefore also the point of feedback in an academic learning process. Since teachers in tertiary education are more and more overloaded, it is inevitable to simplify test as much as possible. One way to do so is the application of electronical testing programs. The aim of this paper is to present an examination software, which is easily customized, and differs from the traditional software to be found on the market due to its easily customizable nature.

Education Going Online. Boom or Bust?,
pages 338-342

American universities have long set a global standard for higher education. But they are in a big need to change. A year later President Obama voiced his ambitious goal for higher education in a speech to a joint session of Congress. Economic competitiveness and human fulfillment are the reasons behind demanding for visible changes both in quality and quantity of education. Higher education - College Board Members have largely agreed - could be among the next economic sectors, like the banking industry has seen. Among factors accelerating changes several issues are named, i.e. globalization of commerce and culture, demographic changes in developed countries (that concerns adult education) and accessibility of information and communication technologies. Higher education platform should be able to adapt to those changes and help economy with fresh innovation and knowledge. Following this line of argument, some questions inevitably come to mind. What is the connection between higher percentage of college graduates and economic competitiveness? Is quantity given preference to quality? What paths world leader education innovators, colleges, administrators should take and what tools they are supposed to experiment with? Are MOOCs (Massive Open Online Courses) the beginning or the end of the highbrow academic world? The present paper that goes along the findings of The Sloan Consortium and the Babson Survey Groups 2011-2012 raises some controversial issues which European educators and policy makers will also have to come across sooner or later.

"...And Action!" - Developing Skills with the Help of Films in the EFL Classroom,
pages 343-357

The present paper investigates a relevant issue in the area of language teaching, namely, the development of skills with the help of feature films in the EFL classroom. A research questions is attempted to answer as follows: Which skills can be developed with the help of feature films? In order to facilitate finding answers to this question, a qualitative research study was carried out. One particular film - namely, "Mickey Blue Eyes" - was broadcast to a group of sixteen intermediate-level, seventeen-year-old students at a secondary school in the centre of Budapest with the purpose of developing their skills of listening, reading, speaking, and writing. Students were observed during nine consecutive English lessons and they were also asked to fill in a qualitative questionnaire. The findings demonstrate that all the four skills of listening, reading, speaking, and writing are possible to develop with one single feature film.

Review of Charismatic Teacher's Personality. Focus Group Testing,
pages 358-364

On the field of education and raising children the personality of the teacher has a significant role. There are teachers who affect children with their personal charm. This effect has been experienced by many, and yet it is not a phenomenon that would have been precisely specified.

Dyadic Interactions and the Development of Object Use in Typical Development and Autism Spectrum Disorder,
pages 365-388

Autism Spectrum Disorders (ASD) are a group of typically human developmental disabilities. ASD has been well-researched but we can find only a few studies on object manipulation and play by children with ASD. These investigations demonstrate that children with ASD are less involved in object use and play activities in general than typically developing (TD) children, their actions often being monotonous, repetitive, unusual, meaningless and non-goal directed. Play has a very important role in life: it is a way to develop emotional-, cognitive-, physical-, language- and social abilities. Deficiencies of play activities have been acknowledged to have a seriously negative impact on development. In our research we compared six 2-7 years old TD children to six mentally age-matched ASD-affected children in child-parent interactions in semi-structured play situtations recorded on video in the homes of the consenting families. The sets of objects offered for play presented possibilities of different degrees of complexity and type of play, and each set called for certain forms of object use (such as, for example, exploration, pretend play and imitation). We aimed to explore the interaction patterns of TD- and ASD child-parent pairs, focusing on the characteristics of object use and verbal communication. We used the Observer XT 8.0 and SPSS 15.0 for Windows Evaluation Version softwares for data analysis. Our results show that while parents in both groups were inclined to demonstrate object use forms that were less preferred by the child, demonstration was more pronounced in pairs of ASD-children, where the parents used more explicit verbal explanations and teaching-intentioned gestures. TD child-parent pairs performed more one-way and reciprocal imitation, thus canalizing the child's attention effectively to learn from the partner during play. Poorer performance and capabilities in pretend play and imitation stand as serious obstacles to the development of children with ASD.

The Role of Accent in the Use of EFL: Special Focus on a Group of University Educators,
pages 389-402

By focusing on a very specific group of EFL (English as a foreign language) speakers, this study, a shortened version of my bachelor degree paper, is set to find out how accent in a foreign language and identity are linked through introducing the perceptions, attitudes, and views of highly proficient EFL communicators, true multilinguals (i.e. efficient speakers of two or more languages), who use English in several vastly different situational settings. The study involved seven university educators teaching at the English department of a Hungarian higher educational institute. It reviews the participants' language acquisition process, taking into account factors that have - consciously or unconsciously - influenced the way how they speak English today and seeks to find links between accent and identity, reflecting the dynamic nature of both, looking for evidence that just as identity, accent is also continuously and often consciously negotiated based on what communicational setting we are in and whom we are speaking to.

Previous Issues

Volume 1 Number 1 2006
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Volume 2 Number 3-4 2007
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Volume 4 Number 2 2009
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Volume 5 Number 1 2010
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Volume 5 Number 4 2010
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Volume 7 Number 4 2012
Volume 8 Number 1 2013
Volume 8 Number 2 2013
Volume 8 Number 3 2013