DIU Proceedings

Strategizing Competencies via Open and Distance Learning (ODL)

Wed, 22 Mar 2017 00:00:00 GMT

Strategizing Competencies via Open and Distance Learning (ODL) Idrus, Rozhan Mohammed The digital educational landscape is now ubiquitous to the point that we need to redesign the teaching and learning environment. Leveraging on technology, we now approach the concept of open and distance learning and addresses pertinent issues in employability as learners have the affordances of constructing their own resume of competencies and become job creators instead of job seekers. This paper analyses the current underpinning of the Fourth Industrial Revolution and coupling that with innovative pedagogical approaches such as a multidisciplinary based learning to propose a strategy for competencies of the next generation.

To Post or Not to Post: An Empirical Investigation on the Factors Influencing Student’s Knowledge Sharing Behaviour Through Facebook

Wed, 22 Mar 2017 00:00:00 GMT

To Post or Not to Post: An Empirical Investigation on the Factors Influencing Student’s Knowledge Sharing Behaviour Through Facebook Mahmud, Imran; Md. Shohel Arman; Jahan, Nusrat; Sadia, Farzana; Rumel, Rayhanul Islam Since the number of posts and social relationships are implanted in the largest social network sites, the use of Facebook is increasing, and the number of knowledge sharing behaviour of individuals is increasing as well. This paper aims to illustrate the relationship between the constructs of social cognitive theory and social exchange theory on students’ knowledge sharing through Facebook. This research was administrated to 101 students using self-administrative survey questionnaire. Structural equation modelling technique was employed to examine the hypothesized relationship between the variables. The findings of this study will help researchers to understand why students choose to engage in social network, specifically Facebook, to share knowledge. This research will also assist educators and practitioners to understand the factors behind knowledge sharing behaviour of the students. Most previous studies have examined in knowledge sharing attitude or intention in industry settings. This study is conducted in educational settings and particularly focused on the influence of institutional climate and outcome expectations on students’ knowledge sharing attitude.

Integrating Language Learning through CLIL in Tertiary Level Literature Classes in Bangladesh

Wed, 22 Mar 2017 00:00:00 GMT

Integrating Language Learning through CLIL in Tertiary Level Literature Classes in Bangladesh Kamal, Asif; Begum, Fatema In the tertiary level literature classes in Bangladesh, majority students with Bangla as 1st language considerably struggle to comprehend lessons in English which is either second language (SL) or lingua franca (LF) for them. In this case, adapting Content and Language Integrated Learning (CLIL), which puts equal emphasis on subject teaching and language teaching for enhancing both the skill of communicating and transferring the content knowledge, appear to be more effective than just conducting lecture based content teaching. With existing skill of English, for the contemporary aspiring graduates of BA in English program in Bangladesh, it seems to be rather difficult to cope up with the original body of English literature, and in most cases, turns to be less successful in meeting the objectives and goals of the program. The agenda of this research is to ascertain whether adapting task-oriented use of literary materials integrating content and language teaching in tertiary-level English literature classes in Bangladesh is more effective in developing students’ comprehension level of literary contents as well as enhancing their English language skills simultaneously. The adopted research method is basically qualitative in nature based on qualitative data collected from a trial of CLIL lesson, class observation, questionnaire survey etc.

Empowering tertiary level students to solve their own study related problems to improve performance and prevent drop-outs

Wed, 22 Mar 2017 00:00:00 GMT

Empowering tertiary level students to solve their own study related problems to improve performance and prevent drop-outs Nishat, Nazia; Khalid Been, Md. Badruzzaman Students progressing to tertiary level education often have many problems – problems that may affect their studies. In addition to other problems, they may suffer from low self-esteem, which in turn may result from another set of problems, negative parents, negative peers, past poor results, inability to get into a school of choice, etc. Those who have to live away from home to attend a university could have their own set of problems. To provide support many universities have counseling offices to help the students tackle their problems. The counseling officers often give repeated appointments in an attempt to help solve these problems. At Daffodil International University (DIU), a relatively new private university, more than 75% of the students come from a rural background, i.e., they have had to move to the urban metropolitan city of Dhaka for the purpose of their tertiary level education. These students have additional problems like adjusting to urban life, missing home, managing all household chores by themselves, even a culture shock given the nature of urban life, etc., all of which may affect their studies. Being a new university, DIU has an international division that looks after incoming students but does not employ a student counselor. So at DIU we experimented with a collaborative approach to help students solve their own problems. From three different departments, Software Engineering, English and Law we took students with a low CGPA (<2.5) and held a collaborative problem solving workshop. The students were guided in a collaborative environment where individual problems were first identified anonymously by working in pairs and possible solutions were presented by the students themselves by collaboratively working in groups. The paper proposes a model of how the approach can be beneficial, shares application of the model and how many in the sample have ultimately graduated with a better CGPA or currently have improved their CGPA. The perception of effectiveness of the collaborative guidance model was also measured by taking feedback from students. Finally, the collaborative problem solving approach is compared with the traditional counseling approach. The collaborative approach benefits students by empowering them to solve study related problems by themselves, develop self-esteem and prevent dropping out.