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Nowadays, many university students (in Macau) are required to attend computer literacy courses to develop their basic skill levels and knowledge as part of their literacy foundation requirements. To be effective, such courses, which are very staff intensive and require access to expensive equipment and software, necessitate high levels of individual teaching. Evidence gathered at two study sites during this research, strongly suggests that many students may not be benefiting sufficiently from their computer literacy courses. Teachers frequently complain about the weak IT skills of many course graduates. This research proposes an innovative model for designing and delivering computer literacy courses based on constructivist principles, using peer-tutoring and blended learning to increase cost effectiveness and to improve student outcomes. Central to the model being proposed is the training and deployment of former course graduates as peer instructors and assessors. Constructivist principles provide a conceptual framework to ensure that the curriculum content, teaching strategies, learning styles and assessment procedures are properly aligned and fully understood by both the instructors and students to achieve high quality learning outcomes. An action research approach was used during the pilot and trail phases of the research to monitor the implementation of the model and evaluate its effectiveness using mixed methods. The planned two–phase action evaluation used a questionnaire to investigate the effectiveness of knowledge and skill transfer to students, and tutors’ learning progress; in-depth semi-structured interviews were used to survey, interpret and evaluate students’ and tutors’ perceptions of the new teaching and learning approach. Most respondents had a Confucian Heritage Cultural Background. For the first time, the research provides new insights into ways in which Confucian Heritage Cultural factors, interact with constructive principles in developing peer-tutoring methods in a university setting inMacau, and more widely
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No seguimento de uma série de contactos estreitos com uma comunidade social situada nos municípios de Baía da Traição, Rio Tinto, Marcação e Mataraca, a 85 quilómetros de distância de João Pessoa, capital do Estado da Paraíba, decidi, desde 2006, levar a efeito um intenso trabalho de campo nestas aldeias indígenas com o objectivo de concretizar um projeto de investigação que englobasse em obrigatória interdisciplinaridade os campos tantas vezes excessivamente singulares da História, da Sociologia, da Política, da Antropologia Cultural e das Teorias da Comunicação, acompanhando e refletindo sobre características e organização social, rituais, manifestações de carácter religioso, evolução histórica, usos e costumes de uma tribo que se abriu quase rendida ao exterior, mas porfiando em manter, todavia, traços e, sobretudo, um discurso narrativo de representações culturais ancestrais. Esta propositada interdisciplinaridade persegue um objectivo epistemológico bem preciso: transformar a investigação empírica em contribuição para uma nova teoria da história da comunicação – a comunicação antropo-histórica entre comunidades ditas tradicionais e o “outro” – a área por mim privilegiada em investigações anteriores, nomeadamente ao nível da licenciatura e do mestrado. Os Potiguara, cuja sociedade ainda não é alfabetizada e, na sua maioria, baseiam a sua cultura na tradição oral, transmitindo os seus lugares da memória sobretudo através do poder do português do Brasil, mesmo quando adornado por escassas palavras tupi, é graças à mensagem e à representação que algumas das suas manifestações culturais reinventam continuadamente a sua identidade Potiguara. É, assim, a mensagem e a representação que inventam o real social e reinventam dinamicamente a sua identidade cultural.
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Massive Open Online Courses (MOOCs) have recently become a hot topic in the academic world, launching a wide ranging discussion on a number of issues. In this research, we surveyed academics' awareness, attitudes, perceptions, and experiences of MOOCs. We received responses from 236 academics from 23 countries, who were working in different roles such as teachers, researchers, managers, and pedagogical developers. Participants were invited to answer questions concerning their awareness and attitudes towards MOOCs. For participants with some knowledge of MOOCs, we requested their experiences and their observations of the impact of MOOCS on their students, teaching colleagues, and within their institutions. We found the most common reaction to MOOCs amongst the academics was concern but many were positive about the phenomenon. The academics claimed their students could be motivated to take MOOCs because of flexibility and no cost involved. While many academics were not aware of their students taking a MOOC and had not observed any changes to teaching programs at their institutions because of MOOCs, there was evidence of some activity and future plans for engagement in MOOCs.
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In the context of Asia, the changing dynamics of higher education has increased the visibility and significance of the group of intraregional education migrants. There are several methodological issues which need to be addressed in conducting research for this group of migrants. First, how does the particular type of migrant group and Asian context influence the research design? Second, in order to capture the scale and diversity of this migrant group, how should research be conducted across multiple sites? Third, how does a mixed method design allow researchers to learn more about the behaviour, practice and orientations of education migrants? Our paper aims to make contributions to the discussions on the methods of education migration research in Asia through answering these questions. We use research experiences and preliminary data from a multinational project to illustrate the issues involved in the selection of methods, research design and project management.
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