Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China Ms Lai-kuen Chan Institute of Text...
Key foci <ul><li>General and professional terms </li></ul><ul><li>Online database of professional terminology website </li...
General versus  professional terms
Learning prof. terms through… Search in  <ul><li>  </li></ul><ul><li>Terms for garments and parts </li></ul><ul><li>Terms ...
 
Uploading an image by student
Viewing with an enlarged image
Findings  <ul><li>N=27 </li></ul><ul><li>6 weeks </li></ul><ul><li>386 terms in the online professional terminology site <...
Criteria of image publishing <ul><li>Images were selected based on the assessment criteria: </li></ul><ul><li>appropriate ...
Percentage of image coverage Categories of terminology Number of terms Number of terms matching with images Percentage (1)...
Methodology <ul><li>online survey (end of course) </li></ul><ul><ul><li>fourteen closed-ended questions in a five-point Li...
Survey results <ul><li>N=18 voluntarily provided feedback on their experience;  </li></ul><ul><li>two-third had submitted ...
Survey results (cont’d) <ul><li>‘ I think that the online terminology website should be kept open all year round’ (mean = ...
Survey results (cont’d) <ul><li>‘ I can recall professional terms with images better than those without’ (mean = 4.00; S.D...
Outcomes <ul><li>44 percent of terms with matched images and some terms were matched with multiple images </li></ul><ul><l...
Outcomes <ul><li>indication on what terms students understand (cont’d) </li></ul><ul><ul><li>difficulty to find appropriat...
Quality of task performed <ul><li>most of  the submissions were matched properly </li></ul><ul><li>obtained from a wide ra...
Student learning and engagement <ul><li>Students pay greater attention to assessment-related </li></ul><ul><li>17 percent ...
Student learning and engagement <ul><li>Contributions </li></ul><ul><li>Part-time students </li></ul><ul><ul><li>48 percen...
Conclusion <ul><li>students can use a variety of strategies to a cquire new terms  </li></ul><ul><li>the process of search...
Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China Contact: etpaula@hku.hk
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Contributing to an online database of professional terminology provides an enriched learning experience for full- and part-time students

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Students face challenges in trying to learn an ever-expanding academic vocabulary when studying in universities. They are expected to be both competent and fluent in the use of professional terms that are integral to their disciplines. A variety of vocabulary-learning strategies have been reported in a study of Hong Kong learners, including sources, guessing, dictionaries, repetition, association and know words.

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Contributing to an online database of professional terminology provides an enriched learning experience for full- and part-time students

  1. 1. Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China Ms Lai-kuen Chan Institute of Textiles and Clothing, Hong Kong Polytechnic University, Hong Kong SAR, China This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .
  2. 2. Key foci <ul><li>General and professional terms </li></ul><ul><li>Online database of professional terminology website </li></ul><ul><li>Online image submission </li></ul><ul><li>Results and findings of the learning tasks by full-time and part-time students </li></ul>
  3. 3. General versus professional terms
  4. 4. Learning prof. terms through… Search in <ul><li>  </li></ul><ul><li>Terms for garments and parts </li></ul><ul><li>Terms for machines and equipment </li></ul><ul><li>Technical make terms </li></ul><ul><li>Terms related to production </li></ul><ul><li>Materials and Accessories terms </li></ul>
  5. 6. Uploading an image by student
  6. 7. Viewing with an enlarged image
  7. 8. Findings <ul><li>N=27 </li></ul><ul><li>6 weeks </li></ul><ul><li>386 terms in the online professional terminology site </li></ul><ul><li>820 quality images published </li></ul><ul><li>170 terms (44%) matching with proper images </li></ul>
  8. 9. Criteria of image publishing <ul><li>Images were selected based on the assessment criteria: </li></ul><ul><li>appropriate matching of an image with a term’s description; </li></ul><ul><li>clear visual illustration; and </li></ul><ul><li>precision of image elaboration. </li></ul>
  9. 10. Percentage of image coverage Categories of terminology Number of terms Number of terms matching with images Percentage (1) garments and parts 88 84 95.5 (2) machines and equipment 42 22 52.4 (3) technical terms 191 28 14.7 (4) production terms 9 1 11.1 (5) materials and accessories 56 35 62.5 386 170 44
  10. 11. Methodology <ul><li>online survey (end of course) </li></ul><ul><ul><li>fourteen closed-ended questions in a five-point Likert scale (1 = strongly disagree; 5 = strongly agree), and </li></ul></ul><ul><ul><li>5 open-ended questions </li></ul></ul><ul><ul><li>Focus on exploring the perceived usefulness of the online tool: </li></ul></ul><ul><ul><ul><li>including searching relevant images to be published </li></ul></ul></ul><ul><ul><ul><li>learning new terms through the activity </li></ul></ul></ul>
  11. 12. Survey results <ul><li>N=18 voluntarily provided feedback on their experience; </li></ul><ul><li>two-third had submitted images </li></ul><ul><li>one-third had made no contribution to images but used the online tool for learning professional terms </li></ul>
  12. 13. Survey results (cont’d) <ul><li>‘ I think that the online terminology website should be kept open all year round’ (mean = 4.22; standard deviation (S.D.) = 0.81); </li></ul><ul><li>‘ Searching for images helps me to understand the meaning of a new professional term’ (mean = 4.06; S.D. = 0.73); </li></ul><ul><li>‘ Images help me to remember the meaning of a new professional term’ (mean = 4.06; S.D. = 0.73); </li></ul>
  13. 14. Survey results (cont’d) <ul><li>‘ I can recall professional terms with images better than those without’ (mean = 4.00; S.D. = 0.49); </li></ul><ul><li>‘ I enjoy looking up the definition of professional terms with images displayed when reading the online terminology website’ (mean = 4.00; S.D. = 0.77). </li></ul>
  14. 15. Outcomes <ul><li>44 percent of terms with matched images and some terms were matched with multiple images </li></ul><ul><li>an advantage over any print-based version because a range of visual images can be made reference to a term. </li></ul><ul><li>indication on what terms students understand </li></ul><ul><ul><li>first category (garments and parts) the best. There were 95.5 percent of the terms matched with appropriated diagrams </li></ul></ul>
  15. 16. Outcomes <ul><li>indication on what terms students understand (cont’d) </li></ul><ul><ul><li>difficulty to find appropriate images or understand the terms for ‘technical terms’ and ‘production terms’ </li></ul></ul><ul><ul><ul><li>terms describing the production process and these terms are not easy to be matched with one single image </li></ul></ul></ul><ul><ul><ul><li>the Year One students have not yet covered the production stage yet </li></ul></ul></ul>
  16. 17. Quality of task performed <ul><li>most of the submissions were matched properly </li></ul><ul><li>obtained from a wide range of sources: </li></ul><ul><ul><li>Google image, </li></ul></ul><ul><ul><li>created images with their digital cameras </li></ul></ul><ul><li>some images with added enhancements to indicate the relevant part of an image : </li></ul><ul><ul><li>additional text labels </li></ul></ul><ul><ul><li>arrow(s) </li></ul></ul>
  17. 18. Student learning and engagement <ul><li>Students pay greater attention to assessment-related </li></ul><ul><li>17 percent of students participating in the learning task, </li></ul><ul><li>44 percent of professional terms with matched images was contributed by students during the period </li></ul><ul><li>motivated students would be engaged in learning tasks, although time spent and effort made may have no direct and immediate impact on the course grade </li></ul>
  18. 19. Student learning and engagement <ul><li>Contributions </li></ul><ul><li>Part-time students </li></ul><ul><ul><li>48 percent of contributors </li></ul></ul><ul><ul><li>60 percent of published images </li></ul></ul><ul><ul><li>having higher level of motivation </li></ul></ul><ul><ul><li>having more experience through full-time work </li></ul></ul><ul><ul><li>better understanding of the technical terms and subsequently knew how to do the task </li></ul></ul><ul><li>Full-time students </li></ul><ul><ul><li>52 percent of contributors </li></ul></ul><ul><ul><li>40 percent of published images </li></ul></ul>
  19. 20. Conclusion <ul><li>students can use a variety of strategies to a cquire new terms </li></ul><ul><li>the process of searching for an image for a term, they needed to read through the description and understand the meaning before their search </li></ul><ul><li>repeatedly searching for more images for submission or in the online tool reinforced memory of the terms </li></ul><ul><li>the learning task indirectly assisted students to produce high-quality reports with correct use of professional terms </li></ul>
  20. 21. Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China Contact: etpaula@hku.hk

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