International Journal of Education and Practice

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Online ISSN: 2310-3868
Print ISSN: 2311-6897
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No. 4

Hidden Experiences of Doctoral Students in Research Courses

Pages: 61-68
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Hidden Experiences of Doctoral Students in Research Courses

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DOI: 10.18488/journal.61.2017.54.61.68

Fatemeh-Al-Sadat Robati , Forouzan Tonkaboni

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Fatemeh-Al-Sadat Robati , Forouzan Tonkaboni (2017). Hidden Experiences of Doctoral Students in Research Courses. International Journal of Education and Practice, 5(4): 61-68. DOI: 10.18488/journal.61.2017.54.61.68
The present study investigates the hidden experiences of students in the doctoral programs. This qualitative study was performed using the phenomenological method. The data were collected through the interview. The population consists of PhD graduates whose study period had passed. Using normal purposeful sampling, 45 graduates were interviewed. Strauss and Corbin method of data analysis was used for the analysis. 252 thematic phrases were divided to the five main themes: "The lack of cross-border communications", "failure in doing the main task", "lack of social justice", "lack of economic justice", "non-equality of universities" and "lack of equal opportunities".

Contribution/ Originality
This study is one of very few studies which have investigated the experiences that PhD students acquire in universities while passing research courses and conducted by authors. 

Educationally Game-Based Learning Encourages Learners to be Actively Engaged in their Own Learning

Pages: 45-60
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Educationally Game-Based Learning Encourages Learners to be Actively Engaged in their Own Learning

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DOI: 10.18488/journal.61.2017.54.45.60

Ann Hilliard , Harriett F. Kargbo

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Ann Hilliard , Harriett F. Kargbo (2017). Educationally Game-Based Learning Encourages Learners to be Actively Engaged in their Own Learning. International Journal of Education and Practice, 5(4): 45-60. DOI: 10.18488/journal.61.2017.54.45.60
In our schools and universities today, learners have been exposed to a lot of technology applications. Therefore, the natural order of learning could be enhanced by the use of games. Using games through the application of technology provides the learner with lots of hands-on activities. Game-based learning activities are highly engaging and it helps the student learner to find ways of solving problems by various means. Using technology game-based learning devices give the learner also immediate feedback of a skill obtained or mastered. Educationally game-based learning is designed with the purpose of helping the learner to interact within an organizational experience by learning skills and knowledge to improve literacy. Educationally game-based learning is just another way to incorporate learning through the instructional process facilitated by teachers. Teachers must continue to seek ways to address how learners learn best. By using game related activities, the teacher has the opportunity to add value to a variety of instructional enhancers. With the effort of improving literacy across disciplines, teachers can use game-based devices to motivate and engage student learners more in their own learning. Students are motivated to learn and to be engaged in their work when the work has meaning, relevancy and is linked to real-world application.

Contribution/ Originality