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Acta Pedagogia Asiana

Acta Pedagogia Asia , Vol. 2 Iss. 1 (2023) – 5 articles

			View Vol. 2 Iss. 1 (2023)
Published: 31 January 2023
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Open Access Articles
Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect
by Kuok Ho Daniel Tang

Acta Pedagogia Asia 2023, 2(1), pp 1-13;

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. Full text

Open Access Articles
Strategies for Online-education Model for Project and Laboratory-based Assessment in Environmental Monitoring and Analysis Course
by Tony Hadibarata, Mohamad Noor Hazwan Jusoh

Acta Pedagogia Asia 2023, 2(1), pp 14-25;

The global COVID-19 epidemic compelled all educational institutions, including universities, to cease academic instruction. To assure the ongoing process of teaching, learning, and assessment, several universities have transitioned from traditional face-to-face techniques to online ones. The purpose of the study was to examine the online-education experience in an Environmental Engineering course using a virtual lab and simulation software, as well as to determine the student's perception of the implementation of virtual labs and simulation software and the benefits of these tools for enhancing learning activities. To familiarize students with various areas of environmental engineering analysis, two simulated experiments were developed: water quality monitoring and adsorption spectroscopy. The virtual labs were generally well-received, as indicated by the responses to the Likert-type questions. Virtual laboratories are more acceptable for senior students than for first-year students, according to the consensus. 88% of respondents agreed with the average of twenty claims, compared with 3% who disagreed and 9% who agreed but disagreed with the statement. This illustrates that, although students believe that substituting virtual laboratories for conventional laboratories is not a complete solution, they believe that virtual laboratories can be used in conjunction with conventional methods to facilitate improved study outside of laboratory hours. Virtual and online learning in engineering labs are still relatively new; additional research is necessary before instructors can effectively utilize this delivery medium and its accompanying technologies to enhance student learning. Full text

Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability
by Maria Eugenia Martinez, Valeria Gomez

Acta Pedagogia Asia 2023, 2(1), pp 26-33;

A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive. Full text

Implementation of Formative Assessment in Engineering Education
by Eva Sanchez-Lopez, Joseph Kasongo, Andres Filipe Gonzalez-Sanchez, Ahmed Mostrady

Acta Pedagogia Asia 2023, 2(1), pp 43-53;

Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns. Full text

Implementation of Assessment and Feedback in Higher Education
by Shamira Elsayed, Define Cakir

Acta Pedagogia Asia 2023, 2(1), pp 34-42;

The ability of feedback to improve students' performance on a task, their techniques, and their learning has long been recognized in the literature. The primary goal of feedback is to reduce errors, close knowledge and skill gaps, and improve knowledge and skill acquisition. However, a student must use feedback to reach his or her full potential. Therefore, much of the recent feedback research has focused on examining student perceptions of feedback and how they relate to the effective use of feedback. This review provides a comprehensive overview of the literature on feedback perception. Inadequate theoretical frameworks, repetition (but not replication) of research, and methodological flaws in the articles reviewed have led to rather unsatisfactory conclusions. This type of feedback often does nothing to improve student learning experiences. It is time for professors to rethink the practice of commenting. They should move away from conventional methods of providing feedback to students. This study describes some contemporary methods of feedback that can ultimately help students improve their learning experiences. This can also contribute to the professionalization of teachers in higher education. Based on the findings, we propose a framework for further research on students' perceptions of feedback and many future directions for this topic. Full text