OALib Journal
  OALib Journal is an all-in-one open access journal (ISSN Print: 2333-9705, ISSN Online: 2333-9721). It accepts a manuscript for the peer-review processing, typesetting, publication and then allocated to one of the 322 subject areas. The article processing charge for publishing in OALib journal is Only $99. For more details, please contact service@oalib.com. Submit now
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Dec 01, 2023Open    Access

Lecturer-Facilitated Learning vs. Self-Directed Learning. Which Motivates Students Better? —Structural Equation Modelling Approach

Shanti Gopal Nair, Nur Zulaikha Mohamed Sa’dom, Godofredo Cristobal Utanes
The main aim of this research is to analyze Gen Z-ers’ preferences with regard to lecturer-facilitated learning and self-directed learning. The responses gathered 214 usable responses through an online survey revealed that Gen Z-ers advocate the use of technology in learning; however, their motivation to learn is higher during face-to-face classes. They find that lecturer-facilitated learning is better than self-directed, technology-facilitated learning. Gen Z-ers also place importance on intera...
Open Access Library J.   Vol.10, 2023

Dec 01, 2023Open    Access

Research on the Teaching Path of Ethnic Music in Middle Schools from the Perspective of Traditional Aesthetics

Hanmei Xiao, Hanyi Ge, Yining Li
Traditional aesthetics is a humanities discipline with a unique theoretical system developed by the integration of various disciplines with traditional Chinese culture as the mother, which presents the unique aesthetic tendency and the pursuit of aesthetics of the Chinese nation with Chinese folk music, and it is an important bridge for realizing the core literacy of cultural understanding. At the same time, the new standard points out that junior high school music teaching should focus on stude...
Open Access Library J.   Vol.10, 2023

Oct 19, 2023Open    Access

Instructional Strategies for Effectively Teaching Mathematics in Grade 1 Classrooms in Rumanyo: A Kavango East Region Case

Anna Frugintta S. Mangundu, Natalia Intja, Irmgard Moyo
Fluency in the dominant language of learning, teaching, and evaluation is a critical issue for inclusivity and equity. The present study sought to establish instructional strategies that may be devised by the Rumanyo teachers to effectively teach mathematics for Grade 1 learners in the medium of Rumanyo as a mother tongue in the Namibian context. This study used a mixed-methods research approach and a constructivist theoretical framework. A mixed-method research design was chosen because it is n...
Open Access Library J.   Vol.10, 2023

Oct 19, 2023Open    Access

Rumanyo as a Medium of Instruction in Mathematics Grade 1 Classrooms: Kavango East Region Teachers’ Perspectives

Anna Frugintta S. Mangundu, Natalia Intja, Irmgard Moyo
In multilingual postcolonial countries like Namibia, the medium of teaching is a critical problem in language education policy. Teachers have an important part in language policy implementation, and their beliefs have an impact on it. As a result, it is critical to investigate their attitudes towards language education policy and its implementation. The aim of this study was to examine the Rumanyo grade 1 teachers’ perspectives of teaching mathematics in Rumanyo and to establish the importance o...
Open Access Library J.   Vol.10, 2023

Oct 16, 2023Open    Access

Developing the Four Macro-Communication Language Skills amongst Rumanyo Learners: Perspectives of Rumanyo Teachers in Namibia

Irmgard Moyo, Natalia Intja, Anna Frugintta S. Mangundu
There is no other way out of teaching languages without integrating the four language skills amongst learners. Thus, teachers all over the world are sourcing for effective language skills integrative strategies. The present study aimed at identifying strategies in developing the four macro-communication skills (reading, writing, speaking, and listening) amongst learners of the senior primary phase (grade 6) in Kavango East region of Namibia. This descriptive qualitative research study adopted th...
Open Access Library J.   Vol.10, 2023

Sep 27, 2023Open    Access

Student Teachers’ Knowledge and Conceptions of Classroom Assessment at a University in Jamaica

Cynthia Onyefulu, Wasiu O. Abayomi
The main purpose of this ex post facto study was to determine the student teachers’ knowledge of classroom assessment and their conceptions of classroom assessment. The sample size was 111 student teachers in a university in Jamaica. Data were collected by using a questionnaire. The results showed that the student teachers had some knowledge of classroom assessment with no differences in gender, age range, area of specialization and year in the program as it pertains to their knowledge of classr...
Open Access Library J.   Vol.10, 2023

Sep 18, 2023Open    Access

A Review on Learner Autonomy with Mobile-Assisted Language Learning for EFL Learners at the Tertiary Level

Xianxin Hui, Zhifang Liu, Yongmei Chi
With the higher requirement of learner autonomy for EFL learners at the tertiary level, mobile-assisted language learning (MALL) is raising more and more attention for autonomous language learning. It is not easy to find appropriate mobile applications in this modern era with constant technology development and application updating. EFL learners also need more time and chance to be accustomed to mobile use in learner autonomy. Given this, the purpose of this study is to analyze the effect of mob...
Open Access Library J.   Vol.10, 2023

Aug 24, 2023Open    Access

Comparison of Cognitive Learning Strategies of Dental Students at the Beginning and at the End of Their University Course

Houda Moussaoui, Khouloud Mahmoudi, Hajar Marragh, Mouna Hamza
Introduction: The aim of this study was to evaluate the differences in cognitive learning strategies of students of the faculty of dentistry in Casablanca between the beginning and the end of the university curriculum. Methods: A descriptive cross-sectional study was conducted using a questionnaire distributed to 318 students in their 1st and the 5th year class in the 2021/2022 academic year. Results: 17% of 5th year students listened without taking notes compa...
Open Access Library J.   Vol.10, 2023

Jun 20, 2023Open    Access

Exploration of Blended Teaching Mode from the Perspective of Deep Learning

Wei Wang
The deep integration of education and technology has revolutionized teaching models, and blended learning is one of the important means of future classroom teaching. However, superficialism, shallow learning, and sham learning have become the current state of blended learning. This article starts from the perspective of deep learning, deeply analyzes the high compatibility between deep learning and blended teaching, and proposes blended teaching design strategies based on actual course cases, in...
Open Access Library J.   Vol.10, 2023

Feb 27, 2023Open    Access

Bridge the Gap—Incorporating Classroom Response Systems for Classroom-Embedded Formative Assessment

Weihua Shi, Jace Hargis
Research on the topic of summative assessments has attracted a large audience. The latest trend of a “process-oriented view of learning” has given rise to a heated discussion about assessment as a facilitative instrument to scaffold learning rather than being regarded solely as a “high-stake” measurement tool. Black and Wiliam contributed heavily to theorizing about the pedagogical use of assessment in the classroom with their widely read papers “Assessment and classroom learning (1998)” and “Cl...
Open Access Library J.   Vol.10, 2023


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