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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this 'relationship-first, learning-second' type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher’s message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the ‘face giving’ and it is directly based on the relationship intensity to 'help friends'. At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process.
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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]
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Hydrology modeling became a relevant topic for the Cidade da Praia, Cabo Verde, Africa, due to negative impact risk to local population and its assets. The modeling via Geographical Information Systems (GIS) can help the decision-making process of space occupation and characterization for this type of risk. Under the municipalities of Praia, the phenomenon of flash flood is common, causing soil erosion and landslide. This constitutes a risk for the local habitat, particularly in districts with a lack of strong human infrastructures. To simulate, analyze and generate risk maps using GIS to help this county governance authorities for decision-making, thus, becomes the main aim of this article.
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Three key concepts will make up the pillars of this paper: second, foreign and heritage languages. Whenever appropriate “additional language” will be used as an umbrella term. A study of the domains of language use will be applied to these three different sociolinguistic contexts. To date, there are not many empirical studies on the domains of language and, more specifically, among young learners in different areal contexts, as it is the case of this study.
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