March 2015

Teacher Perceptions and Academic Motivation

Sui Nan and Sun Xianghong

Full Text 1-13

AbstractThis study examines the effects of teachers’ conceptions of learning and teaching and student characteristics (gender, prior education, age, academic motivation, personality and conceptions of learning) on students’ learning strategies in higher education by means of multilevel analysis. In this study 2,003 students from eight different professional bachelor programmes and their teacher teams participated. The study reveals that qualitative differences in regulation and processing strategies can be directly explained by student characteristics and teachers’ conceptions of learning and teaching. For instance the importance of external regulation in learning within teachers’ conceptions is related with the presence of unregulated student learning. Implications for further research and practice are discussed.

ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF FORMING PROFESSIONAL COMPETENCE OF TEACHERS

Muhayo Umaraliyeva

Full Text 14-17

AbstractThis article highlights the issues of development of teachers’ professional competence, the necessity of cooperation and experience exchange between teachers, and the correlation of personal interests with the requests and needs of the state and society. The author considers the main means of the development of competence of the teacher (entry into communication, the establishment of friendly relations with the participants of the educational process, creation of an enabling environment), given the emphasis to the role of external factors on the development of professional competence of teachers.

 

Motivation for Major Choice in Relation to College Major Satisfaction

Fan Chunlei and Cai Huajian

Full Text 18-27

Abstract: Major satisfaction is a critical factor to evaluate a student’s overall college experience. Although much research has been carried out to study the major satisfaction, few studies investigate its association with motivation for major choice. In past years, students have been blindly chasing some “popular majors”. In most cases, these students select the major not according to their own will but motivated by other factors like parents’ command and social trend, which could lead to dissatisfaction with the major in future study. The objective of this research is to investigate whether the motivation for major choice relates to major satisfaction. A survey was conducted among students in certain majors in Fudan University and the results indicated that the independence degree of major-choice does make a difference to major satisfaction.

A Model for Acceptance and Use of E-learning by Teachers and Students

Farida Umrani-Khan and Sridhar Iyer

Full Text 28-40

AbstractUse of technology to facilitate learning is accepted to be of value across educational institutions. Government of India has taken cognizance of the institutional support required for resources in e-learning and formulated the national mission on education through ICT. However, the focus is still largely on getting the infrastructure and creating the e-learning content. It is necessary to consider the individual factors that play an important role in the adoption of e-learning. For example, attitude of students and teachers towards e-learning may affect their acceptance of the technology in the teaching-learning process. While there have been studies to understand the factors of the instructors (e.g release time for staff to engage in e-learning) and students (e.g. learning style) in acceptance of e-learning separately, a comprehensive view that considers both students and teachers in the same model is lacking (Jung, et. al., 2008; Nanayakkara 2007). To addresses this research gap, this paper considers the attitudes of students and the teachers that determine intention and actual use of the e-learning technology simultaneously in the model of e-learning.