Vol 2 No 2 (2023)

• Editorial

  Garry hornby

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• Influence of Computer-Aided Teachers’ Synchronous Support on Students’ Technology-Based Language Learning Behavioral Engagement in Online Courses

  Xiaoquan Pan

  Currently, online courses such as MOOCs and micro-courses mainly adopt asynchronous online mode. Computer-aided synchronous online teaching involves live lectures, online feedback, etc., whose timely interactivity effectively resolves the problem of insufficient interactivity in the asynchronous online mode. Due to its learning environment and classroom management mode that is closer to the real classroom, computer-aided synchronous online teaching has been widely implemented in schools and universities. In online teaching, teachers’ support has an important impact on students’ online learning engagement, but the existing literature mainly focuses on the learning engagement of asynchronous online e-learning modes, and the related studies on computer-aided synchronous online modes are still scant. Therefore, grounded on the previous studies, this study classified computer-aided synchronous teacher support into behavior support, capacity support and affection support, and explored the contributions of perceived teacher support toward students’ technology-based language learning behavioral engagement in online courses. Results showed that the Cronbach α coefficient of the questionnaire designed in this study was 0.968, and the KMO value was 0.953, indicating its good reliability and validity. The study found teacher’s computer-aided synchronous supports (teacher affection, teacher behavior support and teacher capacity support) significantly accelerate students’ technology-based language learning behavioral engagement, and teacher behavior support was most correlated with online learning behavioral engagement. This study indicated the significance of teachers’ computer-aided synchronous support, particularly teachers’ behavior support, in enhancing students’ learning behavioral engagement and would inform the future research of teachers’ conscientious behaviors.

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• Categorical Human Mind: A Dialectical Daoist Yin-Yang Perspective

  Yueh-Ting Lee, Matthew R Jamnik, Wenting Chen

  Human beings cannot function without the categorical (human) mind. The human mind, via cognition, functions in a both-and manner, affording for the dynamic exchange between the categories of person and environment. However, the categorical human mind has never been examined dialectically via a Daoist Psychology perspective. While dialectical thinking is universal both in the East and West, little attention has been paid to the categorical human mind from a Daoist yin and yang approach (i.e., opposite but interconnected). We explore the relationship between the human mind which could be both yin and yang and it is related to the environment categorically as informed by this view. Like the Daoist yin and yang, the unfolding of mind and environment can be understood as passive (yin) and, equally as much, as active (yang). The categorical human mind can influence the environment and experience (i.e., active mind), and also may be influenced itself (i.e., passive mind) by the environment or experience. Both the mind and environment operate across active (yang) and passive (yin) processes that are independent yet interconnected forces which mutually arise (like yin and yang). We discuss this dialectical Daoist yin-yang perspective of mind by focusing on categorical cognition and perception, social totemic cognition, stereotyping, and human development. These examples help to illustrate the both-and processes underlying the categorical human mind, emphasizing the mind as dialectical (i.e., Daoist yin-yang view); that is, independent while also interdependent and interactive , and featuring both active and passive capacities at the same time. The dialectical Daoist yin-yang view teaches us that human categorical mind is dependent on and independent of the situation and ecological environment.

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• Exploring Inclusive Practices for Students with Autism Spectrum Disorders in Mainstream Classrooms: A Case from New Zealand

  Mukti Thapaliya

  This qualitative study investigated how Resource Teachers: Learning and Behaviour (RTLB) provide inclusionary support for students with autism spectrum disorders from Year 1 to Year 10 in mainstream classrooms in New Zealand. Data were collected through in-depth semi-structured interviews with the eleven purposefully selected RTLBs. They reported that they used: i) a three-tiered support model,  ii) facilitated professional learning and development for teachers; and iii) provided differentiated resources as inclusionary strategies for students with autism spectrum disorders in the mainstream classroom. The recommendations and limitations of the study were also discussed.

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• Perspectives of Parents and Teachers of Autistic Children on the TEACCH Intervention Programme used at a Special School in Barbados

  Alexis Brathwaite, Garry Hornby

  This research investigated the views of parents and special education teachers about the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) intervention programme used at a special school for children with autism in Barbados. The purpose was to provide an understanding of the barriers as well as the facilitating factors as perceived by these two stakeholders as they attempt to implement the intervention programme used at the school. A sample of four special education teachers and twelve parents were involved in the study. Focus groups and face to face semi-structured interviews were the procedures used for collecting data from the participants. The results of the study revealed several barriers and facilitators as perceived by participants regarding the implementation of the TEACCH intervention programme at the school. Themes that emerged regarding barriers and facilitating factors were focused on: implementation of the intervention programme; collaboration; bureaucracy; curriculum; frustration; and training.

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• Cell Phone Use, Sleep Quality, Academic Performance, and Psychological Well-Being in Young Adults: A Theoretical Framework

  Suresh C Joshi

  Cell phone use (CPU) impacts the sleep quality, academic performance, and psychological well-being (PWB) of young adults. A strong theoretical framework was warranted to explain these impacts. Also, the theoretical framework was warranted to understand the inter-variable interactions for mentioned variables and their impact on the mental health of young adults. The presented study provides a research-based theoretical framework for CPU-led sleep quality, academic performance, and PWB, which is built on existing developmental theories. The developmental theories are grouped under four overarching theories, which are nested under the bigger umbrella of cognitivism. The framework offers a theoretical explanation for all three CPU-led mechanisms associated with sleep quality, academic performance, and PWB. The Sleep Displacement Theory and Arousal Theory explains CPU-led sleep disruption. The Switch Load Theory and Self-regulated Learning Theory explains CPU multitasking and self-regulated learning behavior. The Six-factor Model of Psychological Well-Being and Maslow's Hierarchy of Psychological Needs explains CPU-led PWB. The presented framework will help explore CPU-led sleep quality, academic performance, and PWB from a theoretical perspective, hence, will help provide theoretical support to the empirical finding relating to these variables. The significance of the theoretical framework in all three domains and the practical implications of the findings to the real world are discussed.

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