Diversity Challenges
Effective Classroom Strategies for Adult Learner Engagement: How to Create Positive Learning Communities in On-site and On-line Platforms
Paper Presentation in a Themed Session Jack Hamlin, Chandrika Kelso
"I hear and I forget. I see and I remember. I do and I understand." Confucius. Founded in 1971 in San Diego, National University is a private, accredited, nonprofit institution of higher education. The University is dedicated to making lifelong adult learning opportunities accessible, challenging and relevant to a diverse population of adult learners. Institutions of higher education have the obligation of providing for the educational and training needs of students and society, and providing the necessary atmosphere to accomplish the above. Knowledge and understanding of what dynamics and methods best influence student performance can be gained by a framework that includes study or observation of student behaviors and classroom practices. If appropriately constructed and dispensed, relevant skills to include leadership, delegation, team work, team building, creative cooperation can be developed and enhanced by using Group Project based learning modalities even in online classes. While group projects are easier to manage in an on-site class room setting, they tend to become challenging in a online environment. The paper will therefore have implications for the design and implementation of teaching modalities by universities that cater to the adult learning communities. This presentation will expose attendees to tools on how to bridge the gap between helping students feel connected in a online environment while maintaining rigor in the classroom by the usage of group project based learning strategy.
Computerized Cognitive Training on Executive Function among Students with Attention Deficits Hyperactive Disorder
Paper Presentation in a Themed Session Gilat Trabelsi, Vered Shomron, Shemer Arazi
The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) (planning and self- regulation) among students with Attention Deficits hyperactive disorder (ADHD) with or without Learning Disabilities (LD). 48 students with ADHD and/or with LD were randomly applied to experimental and control groups. All the participants were tested (REY-CFT, MFFT) and filled out self- reported questionnaires (BRIEF) before and after the intervention with mediated/ non-mediated Computerized Cognitive Training (MINDRI). The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in planning (on tests), and both planning and self-regulation (on self- reports). Statistical analysis of the online practice with MINDRI showed a higher score in working memory and self-control in the experimental group. The main conclusion was that even short- term mediation synchronized with Computerized Cognitive Training could greatly enhance the performance of executive functions demands. The theoretical implication of the study is the positive effects of Mediated Learning Experience (MLE) combined with Computerized Cognitive Training, on cognitive modification in students. The practical implication is the awareness and understanding of efficient intervention processes, as much as an instrument, to enhance Executive Functions, learning awareness and self-esteem of young students in their academic world and in the future.
Eliminating Inequality in Mathematics Performance between Students in Rural and Urban Settings in Calabar, Nigeria
Paper Presentation in a Themed Session Anne Meremikwu
Mathematics is a core subject in the Nigerian school curriculum and compulsory at primary and secondary school levels of education in the country. Poor performance of students in mathematics by children has been attributed to such factors as inadequate number of qualified teachers, improper method of teaching mathematics, lack of mathematics laboratory and insufficient instructional materials, and these factors are more predominant in disadvantaged rural settings. We used a quasi- experimental factorial research design with pre-test and post-test, to test the hypothesis that there will be no difference in mathematics achievement of students in urban and rural settings if teaching methods and instructional materials are optimal. A total of 600 students were randomly assigned to experimental and control groups. The interaction of treatment and location of school was also significant (F = 5.954; p<.05), implying that pupils in the urban area taught with instructional aids perform significantly better than their counterparts in semiurban and rural areas. Also, the pupils in the semi-urban area taught with instructional aids perform significantly better than their counterparts in the rural area. It is concluded that provision of optimal teaching resources improved mathematics performance of students in both rural and urban settings but performance of those student in rural areas remained significantly lower than those in semi-urban and urban areas. Eliminating inequality in mathematics performance between students in rural and urban communities in Nigeria may require more than improving instructional methods and materials.
Cultural Diversity in Schools: Analysis of Educational Integration and Inclusion Policies
Paper Presentation in a Themed Session Joan A. Aparisi Romero
Cultural diversity is part of most schools in the current context. Classrooms concentrate a large number of diverse social and cultural groups from diverse contexts. Cultural diversity exists through immigration, through historical cultural diversity, through the existence of refugees and asylum seekers, and for economic, political, social and even religious reasons. The cultural mix is enormous in the centres and different public spaces arise where different policies are connected, from different approaches and models. This work aims to offer some ideas and reflections on the type of integration carried out by the Valencian and Spanish educational systems. We offer an analysis of the results of current educational policy in the treatment of cultural diversity. When we talk about policies, we are dealing with the subject from the perspective of educational inclusion and from the perspective of integration. For this reason, we believe it is opportune to show models and examples that are better than others, in order to deal adequately with cultural differences and to give meaning and dignity, as well as to treat all people with social justice without taking into account exclusions and categories that may be discriminatory. Finally, we want to offer conclusions that respect people regardless of their social origin and background. It is easy to stigmatize cultural differences and diversity in public spaces from social and political groups and instances located at political extremes. For this reason, we offer some reflections that can help to integrate better in today's societies.
