Date: Friday 22nd November 2019

Time: 12:15pm - 1:45pm

Venue: room s603, Social Sciences Building #24

Tran Le Nghi Tran
Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. Design- based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, context, peers, instructor and technology. The study also identified five learner profiles—Tasters, Steadies, Players, Hard-workers and Perfectionists—according to their attitudes, behaviours and engagement patterns with technologies. Specific strategies that suited particular learner profiles were identified together with the essential conditions and principles for PD mobile self- directed learning. The study offers practical implications for teachers, learners, technology developers, institutions and policy makers in improving professional development.

Michael Jennings
Issues in the transition from secondary to tertiary mathematics

The transition of students from studying secondary to tertiary mathematics has been the subject of increasing research interest in recent years. This talk reports on two issues in this transition: reasons why students choose, or do not choose, particular mathematics subjects in Years 11 and 12, and teacher and lecturer perspectives on these reasons and on student responses to mathematical questions. The results show differences in perspectives within and across teacher and lecturer groups, which have subsequent implications for tertiary mathematics and how it is taught. More discussion between the two groups is needed in order to assist students in their calculus journey.