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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
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In: Masters of Arts in Education Action Research Papers (2021)
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Adolescence as a “critical period” in the heritage language use. Polish in Germany
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In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021)
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
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"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
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"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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The Influence of Peer Groups on Students’ Anxiety in EFL Learning
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 54-63 (2018) (2018)
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Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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The Effect of Multilingual Facilitation on Active Participation in MOOCs
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Abstract:
A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to “English only” for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.
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Keyword:
active participation; community; connectivist dynamics; cultural translation; Dunbar’s number; facilitation; group size; inactivity; intention to learn; language barrier; language of participation; learning network; MOOC; multilinguality; peer tutoring
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URL: https://doi.org/10.19173/irrodl.v17i4.2470 http://id.erudit.org/iderudit/1066213ar
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An exploration of ESL learners' emergent beliefs about academic group work and peer review at a New Zealand university
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‘The words are stuck inside me; I write to heal’: Memory, recall, and repetition in PTSD blogs.
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In: Communication & medicine, vol 12, iss 2-3 (2015)
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Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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