Journal Description
Acta Pedagogia Asiana
Acta Pedagogia Asiana is an international, scientific, peer-reviewed, open-access journal on theoretical and applied sciences related to educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice published biannual online (January & July) by Tecno Scientifica.
- Open Access — free for readers and authors, with no article processing charges (APC).
- Rapid Publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 3 weeks after submission.
Recent Articles
Recent Articles
Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect
by
Kuok Ho Daniel Tang
Abstract The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(1), pp 1-13; https://doi.org/10.53623/apga.v2i1.104 - 23 August 2022
92 viewsAbstract The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.[...] Read more. Full text
