Selected Accepted Papers
Selected Accepted Papers
As a new trend in teaching models and learning approaches, blended learning is becoming more and more popular in the higher education. To promote the learning effect or outcomes of the college students, online learning activities and blended learning environments were designed in many types of research. Learning participation and knowledge building levels were important factors to reflect the learning effect of the learners. In this study, content analysis and correlation analysis were acted out to explore the learning participation and knowledge building levels of college students based on the online learning activities of 50 students who attended a blended learning course. The findings indicated that the collaborative blended environment was able to promote students’ sharing of opinions, reflective, social learning behaviors and knowledge building levels.
The purpose of this paper is to describe a possible methodology for developing joint attention skills in students with Autism Spectrum Disorder (ASD). A humanoid robot interacts with a student by playing simple games designed to foster the student’s joint attention skills. Twenty-minute sessions conducted twice weekly during the school year are video recorded and analyzed for joint attention. We tabulate the results and infer that robot therapy may be a viable method to improve communication skills in individuals identified with ASD. The particular student of this pilot study is motivated by working with a humanoid robot. After we tabulate the baseline results, we formulate additional research questions that could be answered by further analysis of the data, which comprises the main contribution of this paper to the literature on co-robot therapy for children with ASD.
Contrast, separation, generalization, fusion are four main patterns of variation theory that have been widely adopted in K-12 settings. Educators and researcher have used variation theory as a guiding theory for informing pedagogical design, lesson analysis, and lesson evaluation. However, there is paucity of studies exploring the effectiveness of variation theory in guiding pedagogical design in the higher education setting. Unlike most empirical variation studies that target K-12 learners, this paper focuses on the tertiary level students, and explores how variation theory may be applied to scaffold the design of an introductory research methods course. The designing survey questionnaire module of this course was selected as an experiment module. To evaluate the effectiveness of this design, a pre- & post- test was conducted to check students’ improvements in learning. The paired sample t-test results indicated that learners’ knowledge about survey questionnaire was significantly improved after the implementation. Participants successfully achieved the learning objects of enumerating the different types of survey questions, identifying and revising inappropriate wordings of survey questions, and designing a complete survey questionnaire for a certain research purpose. This experiment provided empirical evidence that the variation theory is effective in guiding pedagogical design in the higher education setting. Discussions and suggestions for future implementations are also included.
With the development of the Augmented Reality (AR), quite a lot of applications and discussions about AR are booming in the field of education. However, AR applications encountered many challenges in practice, especially from teachers. Whether teachers are willing to accept AR education applications is related to the further development of AR education. The Unified Theory of Acceptance and Use of Technology (UTAUT) is widely used in education field due to its high explanatory power of accepting behavior. The four core variables proposed by UTAUT, such as performance expectation, effort expectation, social influence and facilitating conditions, provide theoretical support for the analysis of teachers\\\' influence on the acceptability of new technologies. Based on UTAUT, the mature scale was used in this study to measure the acceptance of K-12 teachers for three main different types of AR applications, which are applications for presenting information, applications for carrying out experiments, and applications for increasing interests. Through 111 valid questionnaires, the findings suggest that teachers’ behavioral intentions to adopting AR applications for increasing interests is lower than it to adopting other two types of AR applications, which offer suggestions for future developments and teaching processes.
The study is aimed to investigate the combine influence of the PIRLS achievement and student-level variables on ePIRLS achievement. The predictors of variation in ePIRLS achievement are: PIRLS achievement, students confident in reading, home resources for learning, access to digital devices in the home, and self-efficacy for computer use. Students included in the analysis for each country from 2179 (Demark) to 11983(United Arab Emirate). Multiple regression analysis is conducted. For each national sample, regression coefficients for variables were estimated as well as the coefficient of determination ( R2). The results show that R-squared for the countries range from .49 in Georgia to .73 in Singapore and United Arab Emirates_Abu Dhabi. The PIRLS achievement is the best predictor. The standardized coefficients ranged from .64 in Georgia to .79 in United Arab Emirate, indicating that online and offline reading comprehension skills have something in common. Among the four student factors, students confident in reading had statistically significant association with ePIRLS achievement in all participating countries/entities. In contrast, the effects of self-efficacy for computer use only were observed in Chinese Taipei and Portugal. Chinese Taipei had lowest average in the self-efficacy for computer use scale. It could be the Chinese characters input method is more complicated to master. Student who is unfamiliar with the Zhuyin input method may take more time to answer the constructed questions. Home resources for learning had statistically significant positive effects on ePIRLS achievement in all but three countries (Chinese Taipei, Georgia, and Slovenia). The access to digital devices in the home had statistically significant associations with ePIRLS achievement in about half of the participating countries even after taking home resources for learning into account. For these countries, increasing access to digital device is suggested.
Many countries across the world are still coming to grips with issues relating to the use of digital technologies for learning and teaching. One of these issues concerns the integration of digital technologies into all levels of the school curriculum as well as into pre-service and in-service teacher education programs. Teachers and university graduates might be avid users of social networking communication, but this does not make them skilled users of IT, and it appears likely that there is little transfer of social media technological skills into teaching with IT in schools. The concepts of constructionism are appraised and reports on changes to classroom pedagogical theory and practice using IT are reviewed. This paper explores some ideas that might bring about changes to the approaches and pedagogy used by teachers so that the emphasis is on the learning process and that the technology becomes one part of the curriculum. Two small scale research projects will be referred to, one conducted in primary school classrooms, and the other with prospective teachers at university.
Science, Technology, Engineering, and Math (STEM) is a mode of education to mold scientists, engineers, and technocrats to mitigate the challenges of the 21st century. The STEM curriculum has been designed for school education (K-12) to cultivate the habit of critical thinking and problem solving from childhood. This study was conducted in the STEM schools of Dubai, UAE to determine the interest of students in pursuing STEM education and STEM career. Also, the effectiveness of teaching and efficiency of teachers have been assessed. The overall results of the study proved that STEM students in Dubai schools have a genuine interest in the subjects and the Schools are providing a nurturing environment for STEM education. However, the lack of teachers’ commitment to the delivery of topics in the classroom is to be tackled by appropriate measures.
This paper reports on the ways in which teachers engage in collaborative learning to maintain currency in their teaching practices. Drawing on data from seven schools and 18 teachers within Victoria, Australia, this research sought to understand the factors that supported the development of teachers’ collective efficacy. This qualitative research engaged with participants iteratively to generate and discuss emerging themes. Positioning theory  informed analysis of the data and framed participants as co-creators of the research. Findings suggest that teams of teachers worked and learned effectively together when there were clear structures and mechanisms for supporting collaborative practices developed and modelled by the school leaders. This research frames teacher learning in today’s schools as changing, ongoing and increasingly collaborative. These findings offer school and system leaders insight into how to build and support effective learning teams. It also offers a unique perspective on teacher learning with new digital technologies and emerging evidence-based pedagogies.
In higher-education institutions, the marketing curricula is becoming increasingly geared towards the express needs of industry; translatable skills and competencies that address a dynamic and innovative commercial landscape. Creativity has often been maligned as a key learning outcome of marketing programmes, and has been problematic in the delivery and instruction to cohorts that have diverse learning needs. This should demand greater contemporary pedagogical consideration alone; further given the increased cultural diversity of our business cohorts. Most interesting is the scale and acceptance of online and blended formats of delivery, which compounds these learning design considerations. This discussion paper seeks to review the literature and explore the extent to which, cross-culturally, marketing curricula could be adapted to better serve the needs of this diverse study body. It also seeks to further discussions around the practices and strategies by which this could be facilitated in online learning environments.
This document contains information on how to conduct phase-based guided database mining research, using NAEP Data Explorer Tools. This document has three parts. - Part I provides the background information on this research project. - Part II explains the nature of research of the national educational database. - Part III describes guided research phases for completing the project.
Virtual reality can bring a more real experience to students\' learning, and the Stereoscopic Teaching Material based on virtual reality is drawing closer to students and will lead to a more abundant and exciting learning experience for students. Firstly, this paper explains the connotation and structure of three-dimensional teaching material. Based on the analysis of secondary vocational teaching case which supported by three-dimensional teaching material, it analyzes the influence of three-dimensional teaching material to teaching, and then designs the applying strategy.
The “potential for the knowledge and wisdom” the human possess is the key to the evolvement of human societies. Phenomenally, experienced & realized knowledge has the potential or the power to generate new ideas, imaginations, initiations, and innovations (4I). Thinking of the contrast, if no effective and useful 4I is really visible out from any learning process, such learning would primarily be a “superficial awareness” or “just a memory of words with no reality”. And, in the designing and conducting of courses and modules, instructional strategies play a primary role in assuring the student experiencing & realizing the knowledge during the learning process, and moving towards 4I and innovations. In the two major learning processes namely “self-paced or distant learning or online learning” and “classroom learning” it is important to get surfaced 4I into live, since 4I is a strong indicator of “experienced & realized knowledge”. As creating the cause to achieve 4I, both “Self-paced” and “Class room learning” are truly to be in a self-absorbable-pace in nature. In achieving this, the blending of both the methods of “classroom learning” and “self-paced or distant learning or online learning” would be more important. True to the above, “Blended Learning” has become the recent development in the field of education. Blended Learning, as implied above, refers a combination of “face to face” and online learning. And instructional strategies play crucial role in assuring the student experience and realize the knowledge during the blended learning process, and gained knowledge beyond the memory of words. Inquiry-based, Case-based and Problem-based are the three predominant instructional strategies, used for self-paced learners. This particular study was conducted with four research objectives namely “ 1: To identify the best instructional strategies for the blended courses for self-paced learners”, “2: To decide the appropriate instructional design guidelines in designing learning activities for self-paced learners”, “3: To establish the effective instructional strategies to promote learner satisfaction and perceived learning of self-paced learners” and “4: To decide the appropriate instructional strategies which support for best learning achievements of self-paced learners”. As this enquiry revealed, Bloom’s Taxonomy of Educational Objectives, Gagne’s nine events of instruction, Merrill’s first principles of instruction and John Keller’s Motivational model (ARCS Model) have been used as instructional design guidelines to design learning activities for the self-paced learning in blended learning courses to motivate the self-paced learning. In Sri Lankan context, Case-based instructional strategy is used in 4.4%. Problem-based instructional strategy is used in 4.4% and Inquiry-based instructional strategy is used in 82% in Blended Learning platforms. The height learner satisfaction and motivation draws by Inquiry-based instructional Strategy.
Using Assessment Data such as S.W.O.T. analysis, surveys, and test scores can be the driving force for implementing change and improving student achievement. Focused groups and S.W.O.T. analyses reveal strengths and weaknesses in a teacher education program. Adjustments can then be made to curriculum, internships, learning activities, education policies, etc. Major improvements to a program can be a direct result of using assessment data.
Cognitive Load Theory (CLT), which is an instructional theory, is grounded in Human Cognitive Architecture. According to CLT, an instruction that is effective for novices may be ineffective for more knowledgeable learners, indicating an expertise reversal effect. Therefore, with the increases in learners’ expertise, the instruction should be changed accordingly. A rapid online assessment, developed within the framework of CLT, could be used to design adaptive online learning environments to fit the gradual change in learners’ expertise. This paper reviews research on rapid online assessment and provides suggestions on designing adaptive online learning environments and future research in the area.
The present experience is carried out in the province of Mendoza Argentina, organized by the Dr. José Vicente Zapata School. It consists of the organization of a contest of short films and photography called \
This paper compares two studies investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a premier public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, online teaching strategies, and online student support.
The purpose of this study was attempting to investigate the influence of flipped classroom on students’ critical thinking ability. A total of 163 junior secondary students participated in the 36-week flipped teaching experiment. A qualitative interview was following carried out. The findings indicated that flipped teaching had a significant effect on students’ critical thinking ability.
Listen-See-Practice with three senses learning approach is a learning method in learning foreign languages process when you learn something new. Thus, our target is to turn the abstract idea into the concrete object. Through this way, real-life videos, materials, and some education support methods.
This paper explores the issue of blended learning in a non-traditional university in a traditionally focused education setting. The author examines and discussed the design, approach, delivery and reflection of a flipped-reversed blended learning model at The British University in Dubai, a research only institution. The course under analysis culminates in the creation of an e-portfolio and incorporates pre and post-class online activity.