Using Academic Reading Circles to Assist Students, studying in a second language, with the Case-based Analysis of Cyberethical issues.
Many undergraduate students, studying in a second language, are exposed to discipline-specific texts and concepts that they find difficult to comprehend and discuss in class. This study, as a consequence of these concerns, used a modified version of the "Academic Reading Circles" (ARC) approach to assist students with the case-based study of cyberethical issues.Â The goal is to enhance classroom discussion activities, improve reading comprehension and, ultimately, improve knowledge of complex discipline specific ethical concepts. The study was conducted in an Arab higher education institution where undergraduate students study Ethics in Information Technology in English. By using the ARC instructional strategy, in conjunction with case-based ethical dilemmas, modified with text analysis software, it was anticipated that this intervention would improve text comprehension and understanding of ethical concepts. Preliminary results indicate that when students are engaged with the learning process, there is a noticeable improvement in comprehension and the ability to discuss critical issues. Overall, the study has implications for content teachers, teaching second language students in different subject disciplines. Keywords: academic reading circles; reading; active learning; ethical decision making; information technology; cyberethics Type B: Presentation
Computer Sciences | Education
Barclay Dowswell, Kirk Lloyd, "Using Academic Reading Circles to Assist Students, studying in a second language, with the Case-based Analysis of Cyberethical issues." (2019). All Works. 3851.
Indexed in Scopus