Learning Resources

The study was conducted to identify the motivating factors of teachers in developing supplementary learning materials in the Schools Division in Central Luzon, Philippines.Findings revealed there were ten (10) motivating factors that help teachers to develop supplementary learning materials namely: helps them to deliver the lesson easier; motivates learners; receives recognition and achievement; promotes participation and ICT collaboration; develops creativity; enhances teaching and learning processes; enhances language, skills and communication; provides contextualized instructional materials; develops skills in writing and drawing; and helps them for ranking purposes. While there were hindering factors why teachers could not develop supplementary learning materials such as: lack of ICT skills and knowledge; lack of time, lack of materials; lack of budget; their teaching loads; additional clerical works; stress; lack of support; no internet connection; and their attitude towards the development of SLMs. Based from the findings of the study, a proposed policy was developed to further improve teachers' motivational factors in developing SLMs and to respond to the issues addressed by the teachers regarding the matter. Conclusions were drawn and recommendations were offered.

Perpustakaan merupakan sumber informasi, pendidikan, penelitian, dan pelestarian budaya bangsa, serta tempat rekreasi yang sehat, murah dan
bermanfaat. Sebuah perpustakaan sudah barang tentu didalamnya terdapat berbagai macam koleksi. Bukanlah perpustakaan, jika tidak terdapat koleksi didalamnya. Karena koleksi perpustakaan merupakan unsur terpenting yang tidak bisa ditinggalkan. Tanpa adanya koleksi yang baik dan memadai di perpustakaan maka perpustakaan tidak akan memberikan pelayanan yang baik kepada masyarakat pemakainya. Pelayanan perpustakaan tidak dapat terlaksana secara maksimal jika tidak didukung dengan koleksi yang memadai. Koleksi tersebut haruslah sesuai dengan kebutuha pengguna dimana perpustakaan itu berada.

Using Schatzki’s practices framework as a lens, this paper reports on the practices of university students accessing learning resources at a research-intensive  university in South Africa. Using a mixed methods approach, 1001 survey responses and six focus groups were analysed to explore how students in three professional disciplines access learning resources, with the focus on digitally-mediated piracy practices. The findings suggest a blurring between the legal and the illegal and indicate the normalcy of piracy practices, with nuanced distinctions and understandings manifest.

The use of appropriate learning resources has the potential to improve students' ability in solving mathematical problems. This study aims to determine the local culture that is oriented towards Tri Hita Karana which can be used as a learning resource for fractions in an effort to improve students' problem-solving abilities. This type of research is exploratory with the research subject of the teacher who teaches the fifth-grade students at Elementary School Number 1 Bhaktiseraga Singaraja. Data on aspects of local culture that are oriented towards Tri Hita Karana which can be used as a learning resource for fractions were collected by means of questionnaires and interviews. The results showed that the aspects of local culture oriented to Tri Hita Karana that could be used for learning fractions were the mecaru ceremony, tumpek wariga, odalan, ngayah. These learning resources can be used for material integration or math problems.

Teaching and Learning Resources refer to the materials that the classroom teacher uses to help the learners to acquire and understand knowledge, concepts, skills and attitudes that he/she introduces during his/her lesson. Teaching and learning resources include but are not limited to structural facilities like properly ventilated classrooms, furniture, kitchen, safe clean water, playground, toilets, and play grounds. Teaching and learning resources entail also instructional materials including text books (course books and supplementary books), charts, wall maps, picture books, flash cards, and real objects(realia), to name but a few. The general aim of this study was to examine the influence of the teaching and learning resources on the integration on the national goals of education in Early Childhood Development and Education (ECDE). Since this objective was about the relationship between the teaching/learning resources and the integration of the national goals of education, the researcher used the Spearman’s Correlation Coefficient to determine whether there was a relationship between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, and the strength of the relationship if it existed. The N=158 including 28 head teachers and 130 preschool teachers. The n=66 including 14 head teachers and 52 preschool teachers. The head teachers were interviewed following the guide with the following questions in the interview guide: What is the influence of the teaching and learning resources on the integration of the national goals of education? The head teachers interviewed indicated that the correlation coefficient between the teaching and learning resources and the integration of the national goals of education rates at 0.85. This shows that there is a very strong positive (relationship) correlation between teaching and learning resources and the integration of the national goals of education. The preschool teachers responded to questions in the questionnaires. (a) The closed questions required the respondents to indicate the extent to which they agreed/disagreed on the statements given on a scale of 5-1. (b) The open ended questions required the respondents to state, on their opinion how teaching and learning resources influenced the integration of the national goals of education in Early Childhood Development and Education. The respondents indicated that the teaching and learning resources’ prevalence presented a very strong positive correlation between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, which is statistically significant (p<0.05). The study established that teaching and learning resources influence effective implementation of Early Childhood Development and Education programmes in preschools. A unit increase of the teaching and learning resources would lead to an increase in effective Early Childhood Development and Education by a factor of 0.702. This study recommends that Early Childhood Development and Education centers should be provided with the age appropriate, relevant, and adequate teaching and learning resources. These resources will go a long way in enhancing effective curriculum content delivery as they create a conducive learner friendly environment fully equipped with structural and instructional resources that learners can freely, actively, interestingly, variably, and creatively manipulate to generate, create and acquire knowledge, concepts, skills, and attitudes with minimal teacher guidance.

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The spec...

Library plays an integral part in students’ development. With the development of higher education, colleges and universities are increasing services to provide a variety of opinions based on students’ demands and needs (Nagata et al. 2004). Do college services have an impact on students’ learning progress? How can library services be linked to students’ learning progress? The academic libraries considered as the heart and the center of academic life (Gunasekera, 2010). When connecting students’ learning progress and library services, we find that library is a needed service to develop and improve students’ learning. College and universities play an important role in providing services to students to improve their learning to in order to have excellent outcomes achievement. It can be said that students’ learning progress and library services are relative and share a symbiotic relationship.

Los recursos TIC contribuyen a los procesos didácticos de información, colaboración y aprendizaje en el campo de la formación de los profesionales de la educación. Para los procesos de información, los recursos permiten la búsqueda y presentación de información relevante. En los procesos de colaboración, los recursos van a facilitar el establecimiento de redes de colaboración para el intercambio. Los procesos de aprendizaje requieren recursos que contribuyan a la consecución de conocimientos cognoscitivos, procedimentales y actitudinales. Se hace un análisis de modelos tecnopedagógicos de integración de las TIC en educación. Se propone una taxonomía de enseñanza-aprendizaje con recursos TIC.
ICT resources are a contribution to information, collaboration and learning processes in the field of professional training of teachers. For information processes, resources allow the search and presentation of relevant information. In collaborative processes, resources will facilitate the establishment of exchange networks. Learning processes require resources that contribute to the achievement of cognitive, procedural and attitudinal skills. Different Techno-pedagogy models are analyzed. Taxonomy for teaching and learning with ICT resources is presented as a proposal.

Student learning and reading activities today cannot be separated from internet media. This study aims to determine the benefits of information retrieval systems, the positive impacts and negative impacts of internet use and learning activities, especially those related to the student reading activities in the internet era. This study uses a case study approach with purposive sampling by selecting 20 students of class 2014 from the Library and Information Science Program of the Faculty of Communication Sciences, Universitas Padjadjaran as the research informants. Data collection techniques were obtained through in-depth interviews, observation and literature review. The results showed that the internet became the primary source of information for most students of the Library and Information Science Program at the Faculty of Communication Sciences, Universitas Padjadjaran. However, they still assume that the credibility of printed information sources is stronger than online information sources. This can be seen from printed books or online and electronic sources which become the results of the form of printed books being the main reference for the college assignments which are considered to be done more seriously by the informants.

Arab World English Journal (AWEJ) Special Issue on CALL No.2 July, 2015     
                                                                                                                                                                  Pp.81 – 90




The Availability and Use of Technology and Learning Resources in Translation Programmes


Basmah Ali Abu-ghararah
School of Languages, Cultures and Societies
University of Leeds, United Kingdom


Abstract
The purpose of the current descriptive analytic study was to explore the availability and use of technology and learning resources in translation programmes at Saudi universities. The sample of the current study was comprised of 200 translation students selected randomly from Saudi universities. The two research instruments for data collection both consisted of a 3-point Likert scale. Data were analyzed quantitatively and the results revealed that most participating students perceived a lack of translation labs, machine translation, translation software, printed media, audio and visual materials in universities. In addition, the findings showed a deficit in the utilization and adaption of technology and learning resources in translation programmes. This study suggests that Saudi universities not only need to acquire technologies and learning resources, but should also recruit motivating instructors who can use these tools in translation instruction.
Keywords: CALL, learning resources, technology, translation, translation programmes

The government is drawing up blueprints for the provision of quality education through its adoption of the K-12 curriculum. This transformation of the education system creates an entirely new demand for producing the kind of talent its economy needs to sustain growth and development. Master teachers and school heads must be able to utilize technology inside the classroom and be competitive enough and able to manage the resource materials under Learning Resource Management Development System. This study aimed to assess the status of learning resource materials utilization, level of management of learning resources, technology utilization, and teachers&#39; competence. The study utilized a descriptive, inferential quantitative method and a survey questionnaire. The data gathered were interpreted using the weighted mean and Z-test. The salient findings of the study showed that both the master teacher and the school head, Strongly Agree on the status of resource materials utilization. R...

The purpose of the current descriptive analytic study was to explore the availability and use of technology and learning resources in translation programmes at Saudi universities. The sample of the current study was comprised of 200 translation students selected randomly from Saudi universities. The two research instruments for data collection both consisted of a 3-point Likert scale. Data were analyzed quantitatively and the results revealed that most participating students perceived a lack of translation labs, machine translation, translation software, printed media, audio and visual materials in universities. In addition, the findings showed a deficit in the utilization and adaption of technology and learning resources in translation programmes. This study suggests that Saudi universities not only need to acquire technologies and learning resources, but should also recruit motivating instructors who can use these tools in translation instruction.

Educational research is increasingly paying attention to students' out-of-class learning. Students' out-of-class learning is linked to improved class performance and constitutes an important part of learner development. Prior research has argued that learning-resources provision should encourage students' autonomous learning both in and out]. However, work on autonomy often proceeds via generalities rather than focusing on its enactment in individual behavior. Accordingly, this study investigated 35 EFL undergraduates' autonomous learning behaviors and their use of resources of the learning center of a university. Data were collected via email interviews with the participants and examination of their resources-usage records. Content analysis of the interview data, using six categories based on a learner-autonomy model, was used to generate each participant's autonomy score. Spearman rho testing of the relationship between those scores and the students' resources-usage scores suggested a very strong positive relationship between autonomous learning behaviors and overall usage of resources, as well as the variety of those resources used by individuals. Data analysis also revealed that, to varying degrees, each participant's autonomous-learning behaviors (based on qualitative examples) fell into more than one of the six learner-autonomy types. Based on these findings, it is recommended that students be encouraged to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. Based on the findings of this study we make suggestions on pedagogical design with SAC and applications for SACs in other educational contexts.

La ética como cualidad humanizadora. Las Organizaciones éticas contribuyen al bien común en tanto prioricen el respeto de los derechos humanos. Las Organizaciones enfermas éticamente se apartan de la sustentabilidad. La evolución de la RSE. La ética de la acción (hacerse cargo de las consecuencias de los propios actos), La norma ISO 26.000. La actitudes con las que se inicia el involucramiento con el entorno.

History learning is full of value, both from past stories that can be used as learning, as well as from the various traces left behind. The traces left by history have now become cultural heritage which has important meaning for human life. In the context of education, this cultural heritage has the potential to be used as a source of historical learning because it has important values and character values that can be developed. One of the cultural heritages found in Metro, Lampung is the Dokterswoning cultural heritage building. This study uses a descriptive qualitative approach with inductive methods, to produce general conclusions. The results showed that 1) Dokterswoning Cultural Heritage Building is a historical building from the era of the Dutch East Indies colonial government, which was built in 1939-1940 and is a residence for government doctors who were given the task of providing health services for colonists in Metro; 2) the important value of Dokterswoning as a source of...

การเรียนรู้เป็นยุทธศาสตร์สำคัญที่สุดประการหนึ่งของชาติที่รัฐบาลให้ความสำคัญในการปฏิรูปการศึกษาโดยส่งเสริมให้มีการพัฒนาคุณภาพคนทุกช่วงวัยและส่งเสริมการเรียนรู้ตลอดชีวิต โดยอาศัย “แหล่งการเรียนรู้” ที่หลากหลายเพื่อช่วยให้ประชาชนได้มีโอกาสเรียนรู้ตลอดชีวิตตลอดจนเสริมสร้างองค์ความรู้และสมรรถนะด้านการเรียนรู้ของคนในชาติ อันจะก่อให้เกิดทุนทางปัญญาที่นำไปสู่การพัฒนาประเทศเพื่อเสริมสร้างขีดความสามารถในการแข่งขันในระดับสากล แหล่งเรียนรู้ทางประวัติศาสตร์ นับว่าเป็นแหล่งการเรียนรู้ตลอดชีวิตประเภทหนึ่งที่มีคุณค่าและมีความสำคัญทางประวัติศาสตร์และโบราณคดีซึ่งถือเป็นแหล่งรวบรวมความรู้ในรูปแบบของสถานที่ให้คุณค่าทางศิลปวัฒนธรรม และประเพณี อันส่งเสริมให้ประชาชนได้รับการเรียนรู้ตลอดชีวิต บทความนี้จะนำเสนอข้อมูลเกี่ยวกับแหล่งการเรียนรู้ทางประวัติศาสตร์ของไทย คือ (1) Ban Pongmanao Archaeological Site (2) Baan Hollanda และแหล่งการเรียนรู้ทางประวัติศาสตร์ของสาธารณรัฐเกาหลี คือ (1) Royal Tombsof the Joseon Dynasty (2)  Historic Villages of Korea: Hahoe and Yangdong ซึ่งจะแสดงให้เห็นองค์ความรู้ นวัตกรรมและบทสรุปความสำเร็จของแหล่งเรียนการเรียนรู้ของทั้งสองประเทศเพื่อพัฒนาสู่การเป็นแหล่งการเรียนรู้ต้นแบบและสามารถยกระดับการพัฒนาให้เป็นแหล่งเรียนรู้ต้นแบบระดับนานาชาติต่อไป

The instructional system exists within a network of suprasystems that includes the parent NOVA Holdings Group as well as the larger commercial industry of eikaiwas (private English conversation schools). “Nova is one of the leading conversation schools in Japan with over 250 branches” (NOVA Co. Ltd., 2015) in operation, employing hundreds of foreign instructors as well as local sales and administrative staff. At its height around 2004, Nova oversaw 640 branch locations and employed around 5000 foreign instructors (Nova Corporation, 2001). During this time, Nova’s clientele in Japan numbered 440,000 while 5,000 instructors of foreign nationality were actively teaching.Individual tutoring and small-class instruction in conversational and business English are Nova’s principal offerings. These learning experiences can occur in face-to-face settings, through online studies (i.e. video conferencing), or in combination. Apart from language instruction, NOVA Holdings Group offers a variety of services and programs across Japan, and also has offices within Hawaii, Cairns, and Bali.

History learning is full of value, both from past stories that can be used as learning, as well as from the various traces left behind. The traces left by history have now become cultural heritage which has important meaning for human life. In the context of education, this cultural heritage has the potential to be used as a source of historical learning because it has important values and character values that can be developed. One of the cultural heritages found in Metro, Lampung is the Dokterswoning cultural heritage building. This study uses a descriptive qualitative approach with inductive methods, to produce general conclusions. The results showed that 1) Dokterswoning Cultural Heritage Building is a historical building from the era of the Dutch East Indies colonial government, which was built in 1939-1940 and is a residence for government doctors who were given the task of providing health services for colonists in Metro; 2) the important value of Dokterswoning as a source of...

To raise public awareness on the environmental and economic benefits of organic agriculture and agroecology (OA & AE), education is considered key. The EU funded project Organic.Edunet aims at providing a freely-available portal where learning contents on OA & AE can be published and accessed through specialized technologies. This paper describes a system for providing semantic capabilities (such as automatic reasoning) to an arbitrary set of agricultural learning resources, in the context of the Organic.Edunet initiative. This is achieved by harvesting learning resources&#x27; metadata from a non-semantic repository (SCAM) and storing them in a semantic ontology-based repository (LOMR), with a specific purpose application called SCALOM. I. INTRODUCTION N the last few years, a new agricultural philosophy known as &quot;organic agriculture&quot; is gathering strength. This philosophy is based on the principles of the avoidance of synthetic elements in agroecological processes. Educat...