Both educators and students in schools across the globe have faced unprecedented and sweeping changes to teaching and learning due to the 2019 coronavirus disease pandemic (COVID-19). This paper focuses on the case of remote learning in BNU-HKBU United International College (UIC) during the spring semester 2019/2020. Based on two surveys conducted respectively at the beginning and the end of the semester on students' experiences with online learning, this paper explores and summarizes students' retrospective views on several aspects of remote learning, including technical difficulties, potential challenges and drawbacks of online courses across different provinces in Mainland China. In doing so, this paper aims to depict the paradigm of how students adjusted their study habits for independent learning during the coronavirus lockdown.
Third space refers to the co-created hybrid spaces that bring people together, similar to how Coronavirus-related disruption has brought people 'together apart'. In the education context, it can be described as the 'in-between' space attempting to integrate binaries and open-up new possibilities for re-articulation of identity, learning and knowledge. This article provides a perspective on embracing classroom diversity by crossing the boundaries and intersection between the teacher/learner role, theoretical/practical knowledge, on-campus/online learning and STEM/humanities discipline. Strategies for creating third space are inclusive of teaching and learning, such as the student agency, students as partners, inquiry as stance, HyFlex model, curriculum integration, which are briefly discussed. Third spaces in teaching and learning also serve as a bridge, navigational and transformational space which can transform a linear classroom lesson into a more vibrant environment for effective learning.
This paper reviews literature on cultural models, knowledge structures shared by members of a culture, and having profound effects on speech, understanding, and the propagation of certain beliefs. After addressing the construction of these models and their relationship to schema theory, some examples of models which have negative effects on people's sense of self and cross-cultural communication are discussed. Cultural models are part of people's cognition, and thus discussion of the related notions of conceptual metaphor and thinking for speaking are useful for understanding and seeing the possibility of cultural models as part of a language curriculum. The notion of cultural models needs more attention and development, as it provides a starting point to create more equal societies and better international cooperation through language and literacy education.
This server could not verify that you are authorized to access the document
you supplied the wrong credentials (e.g., bad password), or your browser doesn't
how to supply the credentials required.
Apache/2.2.15 (CentOS) Server at www.global-sci.org Port 80