This paper aims at the problems of low efficiency and poor quality of college students' online courses, and makes a questionnaire survey on the influencing factors of college students' online course learning quality. According to the survey results, the factors that affect the learning quality of college students' online courses are divided into four dimensions: platform design dimension, curriculum design dimension, students' self-management dimension and hardware support dimension. Through the analysis of the survey data, we can understand the present situation of college students' fragmented learning and get the factors that affect the quality of college students' fragmented learning, and finally put forward relevant strategies to improve the learning quality of college students' online courses.

The study investigated factors influencing E-learning in Tertiary Institutions in Rivers State, Nigeria. Three research questions guided the study. The study adopted a descriptive survey research design. A sample of 376 undergraduate students was drawn from the population of 3,660 students in the Faculty of Education of three tertiary institutions in Rivers State through proportionate stratified random sampling technique. An instrument titled E-learning Factors Influence Questionnaire (EFIQ) which was developed by the researchers was used for data collection. It contained 23 items which are in three sections of A-facilities, B-lecturer’s competencies, C-students attitude. The EFIQ was validated by experts in Educational Technology and Measurement and Evaluation based on face and construct validities. The reliability of the instrument EFIQ was established through Cronbach Alpha technique and the reliability coefficient obtained was 0.82. Data collected was analyzed using mean and standard deviation, and a criterion mean of 2.50 was used for judgement. The result revealed that facilities, lecturer’s competencies and attitude of students influence E-learning in tertiary institutions in Rivers State. Based on these results, recommendations were made including that students should endeavour to have positive attitude towards e-learning and the tertiary institutions should provide enough e-learning facilities which will aid the students in learning.

Microteaching has been observed to be one of the key components in shaping the ultimate student and future teacher who can be trusted by the government and later on the citizenry of any country in the global village to effectively manage the educational environment. Even though important, microteaching in most teacher training institutions is likely not being given adequate emphasis that it deserves leading to insufficient innovative and skillful teaching. The research found out three major challenges which hamper effective planning, implementation and management of competent based microteaching. These challenges are excercabated by lack of dedication and inadequacies of time that is allocated for microteaching and deficits of applying pedagogical knowledge, limited subject content knowledge and application of theoretical concepts in practical teaching. Ghanagaguru [1] actually affirms this when he posits that microteaching is key to professional development and that it is a mechanism for improving teaching. Qualitative research methodologies were used to gather and analyze literature on the subject matter under study and to collect data from 15 participants. Participant population comprised of 37 Post Graduate Diploma in Education students at Zimbabwe Open University Bulawayo Regional Campus and 19 Zimbabwe Open University Bulawayo Regional Campus Teaching Practice Supervisors. Participants were selected through purposive sampling. Reviewed literature analysis revealed that most microteaching researchers argue that those trainee teachers who undergo an extensive microteaching exercise display skillful and effective teaching practices. However, supervisors further revealed that whilst micro-teaching was relevant, it needed adequate preparation and more emphasis needed to be placed on providing a high technological support base for microteaching to be effectively implemented. Despite several challenges, the study concluded that microteaching was a pivotal strategy for developing professional expertise in teacher trainees as it exposed them to direct and practical teaching experiences in the classrooms as opposed to theoretical experiences.

This paper examines the grammatical errors in the written productions of senior secondary school students in/from Lycée Amadou Kouran Daga (henceforth LAKD), Zinder, Niger. It specifically seeks to describe, identify and classify the grammatical errors with a view to finding out the reasons of their occurrence in the students’ writings. The participants of the present study consist of 30 students (14 male and 16 female students) learning English as a foreign language. The data for the investigation were collected by means of an essay writing which required the participants to write a three-paragraph essay on one of the four narrative and descriptive topics provided. The collected data were then analyzed using Error Analysis and the simple descriptive statistics consisting of frequencies and percentages. The analysis revealed a total of 410 grammatical errors in the participants’ writing samples ranked by order of frequency and categories as follows: errors on tenses, spelling errors, agreement errors, preposition and article errors, verb errors, use of nouns, and adjectives. The analysis also showed that male participants committed more grammatical errors than their female counterparts. Further, using Surface Strategy Taxonomy, the findings revealed that the participants committed all the four types of grammatical error. Misformation errors were the most dominant type, followed by omission errors, addition errors, and misodering errors.

Scholars carrying heavy backpacks incur misaligned vertebral posture and neuro-musculoskeletal discomfort and pain. This report intends to determine whether there is a compensatory inverse relationship between standing anterior pelvic tilt (SAPT) and craniovertebral angles (CVA) when heavy backpacks are carried. A male pubescent carried a backpack weighing 6.2kg (17.3% of his body mass) over both shoulders resting against his vertebral column. The pubescent CVA, SAPT, standing vertex height (SVH) was measure during unloaded, and three loaded phases. Each loaded phase approximately increased from 10%, 20% and 30% of the pubescent’s relative body mass. The incremental backpack masses reduced the SVH and increased the SAPT, while simultaneously reducing CVA. There was a positive relationship between increased backpack mass and SAPT (r=+0.9). Craniovertebral angle inversely attenuated in response to the heavy backpack loads (r=-0.9). These findings indicate that there is an inverse compensatory relationship between SAPT and CVA when carrying heavy backpacks.