Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World

This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.

Communication and the student experience in the time of Covid-19: An autoethnography

The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.

Norwegian in-service teachers’ perspectives on language corpora in teaching English

This study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings. Keywords: English language teaching, pedagogical corpus application, corpora

EnTraP: A factorial randomised controlled trial embedded within world hip trauma evaluation eight COPAL investigating the effect of an enhanced trainee principal investigator package and digital nudge on recruitment rates

Background Randomised controlled trials (RCTs) often struggle with various aspects of participant recruitment, including engaging clinicians to recruit effectively, and subsequently fail to reach their target sample size. Studies evaluating interventions to improve recruitment aimed specifically at recruiters to the trial are limited in number. The RCTs embedded into the World Hip Trauma Evaluation (WHiTE) cohort study use Trainee Principal Investigators (TPIs) to help manage and drive recruitment at trial sites. No formalised training or support is provided by central trials units to the TPIs. Additionally, trial recruiters receive a generic automated email confirming randomisation to the trial with no other communication to influence or incentivise their behaviour to further recruit. The primary aim of this factorial trial was to evaluate the effectiveness of an educational intervention to TPIs and a positive reinforcement intervention via an email (digital) nudge on increasing recruitment. Secondary aims included feasibility of implementing the interventions and surveying TPIs on the educational package quality of content, delivery and ongoing support. Design This was a multicentre, open, cluster, 2x2 factorial RCT embedded in the WHiTE 8 COPAL RCT, in which research sites were randomised 1:1:1:1 to receive the enhanced TPI package, the digital nudge intervention, both, or neither. Results 1215 patients were recruited to the WHiTE 8 COPAL trial across 20 sites during the SWAT between August 2018 and March 2019. There was a statistically significant interaction between the interventions (IRR 2.09, 95% CI 1.64 to 2.68, p < 0.001). There was a statistically significant benefit on recruitment (IRR 1.23 95% 1.09 to 1.40, p=0.001) from utilizing an enhanced TPI education intervention. The digital nudge intervention had no significant impact on recruitment (IRR 0.89 95% CI 0.79 to 1.01, p=0.07). Within enhanced TPI package sites, the digital nudge had a beneficial effect, while in the standard practice TPI sites it had a detrimental effect. Feasibility analysis showed the median time to site digital nudge and enhanced TPI set up were one day and 17 days, respectively. 353 digital nudges were created taking an average of 12 min to construct, log the activity and then disseminate to recruiters. Median induction time for enhanced TPI was 32 min and 100% of the groups were extremely satisfied with the induction content, delivery and ongoing support. Discussion An education and support programme targeted at surgical TPIs involving a digital education package, 1:1 telephone induction and subsequent support package was effective in increasing recruitment in the first 6 months of trial commencement. There was no evidence for the effectiveness of the digital nudge intervention in isolation, although our results show that when combined with an education programme, it leads to enhanced effectiveness of that programme.

Feasibility of delivering and evaluating stratified care integrated with telehealth (‘Rapid Stratified Telehealth’) for patients with low back pain: protocol for a feasibility and pilot randomised controlled trial

IntroductionLong waiting time is an important barrier to accessing recommended care for low back pain (LBP) in Australia’s public health system. This study describes the protocol for a randomised controlled trial (RCT) that aims to establish the feasibility of delivering and evaluating stratified care integrated with telehealth (‘Rapid Stratified Telehealth’), which aims to reduce waiting times for LBP.Methods and analysisWe will conduct a single-centre feasibility and pilot RCT with nested qualitative interviews. Sixty participants with LBP newly referred to a hospital outpatient clinic will be randomised to receive Rapid Stratified Telehealth or usual care. Rapid Stratified Telehealth involves matching the mode and type of care to participants’ risk of persistent disabling pain (using the Keele STarT MSK Tool) and presence of potential radiculopathy. ‘Low risk’ patients are matched to one session of advice over the telephone, ‘medium risk’ to telehealth physiotherapy plus App-based exercises, ‘high risk’ to telehealth physiotherapy, App-based exercises, and an online pain education programme, and ‘potential radiculopathy’ fast tracked to usual in-person care. Primary outcomes include the feasibility of delivering Rapid Stratified Telehealth (ie, acceptability assessed through interviews with clinicians and patients, intervention fidelity, appointment duration, App useability and online pain education programme usage) and evaluating Rapid Stratified Telehealth in a future trial (ie, recruitment rates, consent rates, lost to follow-up and missing data). Secondary outcomes include waiting times, number of appointments, intervention and healthcare costs, clinical outcomes (pain, function, quality of life, satisfaction), healthcare use and adverse events (AEs). Quantitative analyses will be descriptive and inform a future adequately-powered RCT. Interview data will be analysed using thematic analysis.Ethics and disseminationThis study has received approval from the Ethics Review Committee (RPAH Zone: X21-0221). Results will be published in peer-reviewed journals and presented at conferences.Trial registration numberACTRN12621001104842.

Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers

Many classrooms in South Africa are very diverse in terms of culture, gender, language, and intellectual ability. Thus, educators need to be inclusive in the way they plan for teaching and learning. This chapter attempts to show how teacher educators at one institution of higher education in South Africa implemented inclusive formative assessments in their initial teacher education programme. Traditional assessment practices like examinations, tests, and essays, which dominate many classrooms, have proven to be unable to capture the range and nature of the diverse learning outcomes sought from courses. In this study, students were given different assessment tasks to demonstrate their knowledge of the handwriting skills and pedagogy. Findings of the study show that teacher educators managed to accommodate all the students through their use of inclusive assessments. Teacher educators observed improvement in student's self-esteem, motivation, and engagement.

The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria

This small sample study was conducted to investigate the impact of teaching practice on female students’ preparation for mathematics teacher education programme. The design adopted was a descriptive survey research design. A sample of 30 female students was selected from 50 students who have participated in teaching practice programme for the degree programme at Delta State University, Abraka, Nigeria. Data were collected through closed-ended and open-ended questionnaires administered to the sampled students, and teaching practice supervisors, co-coordinators, and heads of Departments from the school where the students did their teaching practice respectively. The data were analysed using descriptive statistics and by categorising the responses of the participants according to the theme of the study. The findings include, amongst others that teaching practice beyond enhancing the students’ preparation for mathematics education programme, it helps female students to develop more interest and confidence in studying and teaching mathematics. Following the findings, recommendations for mathematics teacher education programme were made. It was recommended amongst others, that there is need to continue to use teaching practice programme to prepare pre-service teachers in mathematics education.