About this paper

Appears in:
Pages: 6609-6616
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1756

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

CROSS-CULTURAL PERSPECTIVES IN THE EVALUATION OF THE PEDAGOGICAL VARIATION MODEL (PVM): INSIGHTS TO PEDAGOGICAL LEADERSHIP IN LEARNING AND TEACHING

M.S. Rogers1, A. Grunewald Nichele2

1The University of South Wales (UNITED KINGDOM)
2Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
International Researchers, Aldhafeeri (Kuwait University), Nichele (Federal Institute of Education, Science and Technology of Rio Grande do Sul, Brazil) and Rogers (University of South Wales, UK, 2013-2019) have been engaged in collaboration in the evaluation of the Pedagogical Variation Model (PVM, Rogers 2013) for Learning and Teaching. The purpose of this Conference Paper is to explore cultural perspectives relating to online learning and teaching so as to ascertain ways of increasing retention rates by reducing drop-out rates, i.e. attrition. The main research question: “To what extent can a model prescribe what online teachers ought to do in asynchronous learning networks (ALNs) when framed within or by e-moderators’ perceptions of their online roles?” became pivotal for the analyses of the pioneering outcomes. Rogers and Aldhafeeri (2014) used the PVM questionnaire, translated from English to Arabic, for distribution in a target population consisting of both undergraduate and postgraduate students from the College of Education in the major areas of Arts and Sciences at Kuwait University. Since males and females are divided into separate classes according to Kuwait University regulations, a stratified sampling technique was employed to ensure that both genders were represented. Therefore, the target population, classified all college of education students, into two strata of classes: male and female. Then a random selection for both the graduate and undergraduate students was implemented. The data was then translated from Arabic into English for analysis of results gathered. The sample population from then collaborative initiative (Rogers and Nichele, 2018) included pre-service teacher undergraduates for the acquisition of professional qualified teacher status implementing Information, Communication Technology (ICT) in the Natural Sciences, Biology and Chemistry at the Federal Institute of Education, Science and Technology of Rio Grande do Sul, Brazil. It is significant that as new learning technologies change, so do the ways in which students learn. Implementation of evolving theoretical concepts are an important part in engaging learners. Having been evaluated by both e-moderators in the UK and e-learners in Kuwait, and Brazil, the PVM is a means of relating issues that best suit e-learner environments related to e-moderators’ perceptions of their leadership style online. The pace of change is demanding a new kind of ‘openness’ in exploring insights into knowledge creation, for the benefit of society at large. Hence, creative learning habits in the virtual classroom have the opportunity to take on board the advantages of global interactive communication, thereby enhancing understandings in learning spaces throughout multicultural dimensions.
@InProceedings{ROGERS2020CRO,
author = {Rogers, M.S. and Grunewald Nichele, A.},
title = {CROSS-CULTURAL PERSPECTIVES IN THE EVALUATION OF THE PEDAGOGICAL VARIATION MODEL (PVM): INSIGHTS TO PEDAGOGICAL LEADERSHIP IN LEARNING AND TEACHING},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.1756},
url = {http://dx.doi.org/10.21125/inted.2020.1756},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {6609-6616}}
TY - CONF
AU - M.S. Rogers AU - A. Grunewald Nichele
TI - CROSS-CULTURAL PERSPECTIVES IN THE EVALUATION OF THE PEDAGOGICAL VARIATION MODEL (PVM): INSIGHTS TO PEDAGOGICAL LEADERSHIP IN LEARNING AND TEACHING
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.1756
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 6609
EP - 6616
ER -
M.S. Rogers, A. Grunewald Nichele (2020) CROSS-CULTURAL PERSPECTIVES IN THE EVALUATION OF THE PEDAGOGICAL VARIATION MODEL (PVM): INSIGHTS TO PEDAGOGICAL LEADERSHIP IN LEARNING AND TEACHING, INTED2020 Proceedings, pp. 6609-6616.
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