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For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

Virtual Exchange (VE) in second language education refers to a technology-enabled, interactive, intercultural experience that is designed to increase learners' intercultural communicative competence and performance. In this paper the findings of a bilingual (English/Turkish), synchronous video communication project among 31 US and Turkish college students are presented. Thematic analysis was used in this study. The results show that the VE -- to a certain extent and similarly to other research studies -- achieves the learning objectives of not only increased cultural awareness and communicative competence about the target culture and language itself but also the growth of factual knowledge about diverse topics that the students are interested in learning. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Soft skills are key for the successful realisation of individuals in their personal, professional and social life, but scientific research conducted on the soft skills of homeschoolers is still scarce so far. One of the most frequent questions, when homeschooling is discussed concerns the presumed lack of social skills of homeschoolers. A common assumption is that homeschoolers' socialisation is compromised and homeschooled individuals' soft skills development is, therefore, impaired. However, researchers, education specialists, and homeschooling families have differing opinions about this question. Research shows that the concern of social skills deficit comes often from outside the families, although parents usually care the most about their children's wellbeing. Homeschoolers, who were surveyed in the framework of this research did not confirm this assumption either. Therefore, there seems to be a clear need for deeper understanding and further exploration of the soft skills of homeschoolers. This paper aims to present the initial findings, discovered through theoretical study and qualitative and quantitative analysis of the preliminary results of an online survey conducted with homeschoolers from 3 countries aged over 16 years in order to explore the soft skills they develop. [For the complete Volume 21 proceedings, see ED629259.]

In this paper we will share successful teaching techniques for creating effective learning experiences for adult learners in an international context. We studied the experiences of two groups of Chinese undergraduate students from public health and nursing in short-term study abroad programs in the United States. We used the experiential learning theory described by Kolb (1984) to understand which teaching and learning strategies were considered meaningful by Chinese undergraduate students. We found that they preferred activities which involved opportunities for building relationships with American colleagues such as community engagement, shadowing, and learning English language. They considered lectures about public health topics informative but less meaningful as compared to more interactive and hands-on learning activities. [For the full proceedings, see ED625421.]

Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners' FL skills (Cziko, 2013), although it might trigger learners' FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope, 1986) to assess e-tandem learners' FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners' FLA over time. Descriptive statistics are carried out and results are discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Internationalization has become a substantial part of higher education worldwide, especially in the U.S. Moreover, Chinese students make up the largest portion of the U.S.'s international higher education students. The COVID-19 pandemic has caused a disruption in higher education, especially posing considerable challenges to international students. Given the emphasis of international higher education in the U.S. and the prominence of Chinese international students in this country, as well as the sparsity of research outside large cities, this study sought to examine particular challenges posed to Chinese international students studying at universities in smaller cities in the U.S. Results indicate that this group of students experienced a myriad of hardships and challenges during the pandemic. Understanding these effects can inform international higher education programs perhaps worldwide, ultimately improving such programs to better manage crises, but also to improve normal practice. [For the full proceedings, see ED628982.]

COVID-19 pandemic and post-pandemic had led to the confrontation of higher education system with enormous challenges. That necessitated the urgent transition from face-to-face teaching to online-teaching. The change was an innovation in higher education. A comparative study of digital education based on the survey in 2020-2021 in seven different countries was conducted at Shanghai University. The study was based on grey comprehensive evaluation model. In general, developed countries had high comprehensive evaluation value, while Finland, United States of America, South-Korea and Latvia had relatively low grey correlation coefficient in several certain indicators, leading to a sharp drop in the overall score. Romania ranked last while China ranked second as a developing country as well. The study launched a conclusion that research and development personnel, infrastructure funds and university financial investment in digital education had relatively more obvious effects on improving the innovations and quality of higher education system including the leadership system of universities. [For the full proceedings, see ED639633.]

This paper explores the dynamics of teamwork in a team-based Massive Open Online Course. The purpose of the study is to discover patterns and characteristics of the students in teams that completed the course. Many studies have revealed that a very small percentage of students complete Massive Open Online Courses. The percentage is even smaller in MOOCs that involve peer-assessment. This study aims to give conscious advice for future MOOC students on how to complete a team-based peer-assessed MOOC by studying the dynamics of successful teams. A qualitative research method was utilized in the study. Data were collected from observing the MOOC platform and conducting interviews with successful team members and team leaders. [For the full proceedings, see ED621557.]

Videoconferences are a perfect scenario for autonomous Foreign Language (FL) and intercultural speaking practices. However, it is also a threatening context as learners communicate in an FL, often with a stranger and about personal information and experiences. That may lead to increase Foreign Language Anxiety (FLA) among participants, affecting students' learning experiences and even provoking drop-outs (Bailey, Onwuegbuzie, & Daley, 2003). This study aims to explore the relationship between FLA and Self-Disclosure (SD) as personality traits. The first indicators of the potential relationship between FLA and SD in online speaking practice were found by Fondo and Erdocia (2018) in which anxious learners showed a tendency to self-disclose as a means to manage their discomfort using the FL. Data was gathered in the first stage of a nine-week-synchronous oral Online Intercultural Exchange (OIE) project between undergraduate business students from the United States, Ireland, Mexico, and Spain. [For the complete volume of short papers, see ED590612.]

COVID-19 pandemic has led to the confrontation of higher education system with enormous challenges. This necessitated the urgent transition from face-to-face teaching to online teaching. A comparative study of digital education in seven different countries was conducted. This study established grey comprehensive evaluation model based on entropy weight method, which was successfully validated by reliability test. In general, developed countries tend to have high comprehensive evaluation value while Finland, South-Korea and Latvia have relatively low grey correlation coefficient in several certain indicators, leading to a sharp drop in the overall score. Romania ranked last while China ranked second as a developing country as well. This is followed by model optimization though input-output analysis method based on the upgrading of higher education system due to the pandemic's influence. The study launched a conclusion that research and development personnel, infrastructure funds and university financial investment in digital education have relatively more obvious effects on improving the quality of higher education system. [For the full proceedings, see ED621892.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 21-24, 2021, in Chicago, Illinois. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This study measured changes in cultural awareness levels between two groups of US students in their third semester of a Spanish class. One group (experimental group) collaborated via Skype with a group of English language learners from a Colombian university and the other group (control group) did not. The experimental group met seven times during the semester to discuss a variety of cultural topics such as health care and gastronomy. The control group addressed the same topics by examining them among members of the same class. Both groups answered a pre and post self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed significant differences between the two groups. There was no change in scores from pretest to posttest for the control group, but scores in the trained group increased significantly. Students from the treatment group show substantial gains in skills, knowledge, and awareness of themselves in their interactions with others in one semester. [For the complete proceedings, see ED600837.]

Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience. [For the complete proceedings, see ED600837.]

Many researchers have dwelled on the phenomenon of academic dishonesty (AD) or unethical behaviors within the academic environment. While this phenomenon can be explained by various factors, the current study investigates and presents a new structural model for determinants of AD. The predictors of AD that were found in the context of traditional and distance-learning courses in higher education are types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory). This study was conducted using a survey method of 2,357 students studying in six different academic institutes. Using structural equation modeling (SEM) the results indicate that the surveyed students tend to engage less in AD in online courses than in face-to-face courses. This notion is contrary to the traditional views and the research literature, therefore, having important practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology. [For the complete proceedings, see ED608557.]

Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students. [For the complete proceedings, see ED606531.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

These proceedings contain the papers of the International Conference e-Learning 2017, which was organised by the International Association for Development of the Information Society, 20-22 July, 2017. This conference is part of the Multi Conference on Computer Science and Information Systems 2017, 20-23 July, which had a total of 652 submissions. The e-Learning (EL) 2017 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. The conference also included one keynote presentation from Thomas C. Reeves, Professor Emeritus of Learning, Design and Technology, College of Education, The University of Georgia, USA. The full papers presented at these proceedings include: (1) Game Changer For Online Learning Driven by Advances in Web Technology (Manfred Kaul, André Kless, Thorsten Bonne and Almut Rieke); (2) E-Learning Instructional Design Practice in American and Australian Institutions (Sayed Hadi Sadeghi); (3) A Game Based E-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree (Amable de Castro-Santos, Waldo Fajardo and Miguel Molina-Solana); (4) The Next Stage Of Development of e-Learning at UFH in South Africa (Graham Wright, Liezel Cilliers, Elzette Van Niekerk and Eunice Seekoe); (5) Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis (Ying Peng and Weirong Yan); (6) Enhancing a Syllabus for Intermediate ESL Students with BYOD Interventions (Ewa Kilar-Magdziarz); (7) Post Graduations in Technologies and Computing Applied to Education: From F2F Classes to Multimedia Online Open Courses (Bertil P. Marques, Piedade Carvalho, Paula Escudeiro, Ana Barata, Ana Silva and Sandra Queiros); (8) Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games (Wassila Debabi and Ronan Champagnat); (9) Semantic Modelling for Learning Styles and Learning Material in an e-Learning Environment (Khawla Alhasan, Liming Chen and Feng Chen); (10) Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler (Noppon Choosri and Chompoonut Pookao); (11) From a CV to an e-Portfolio: An Exploration of Adult Learner's Perception of the ePortfolio as a Job Seeking Tool (John Kilroy); (12) The Emotional Geographies of Parent Participation in Schooling: Headteachers' Perceptions in Taiwan (Hsin-Jen Chen and Ya-Hsuan Wang); (13) Geopolitical E-Analysis Based on E-Learning Content (Anca Dinicu and Romana Oancea); (14) Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation (Lan Umek, Nina Tomaževic, Aleksander Aristovnik and Damijana Keržic); (15) Practice of Organisational Strategies of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment (Nobuyuki Ogawa and Akira Shimizu); (16) Why Do Learners Choose Online Learning: The Learners' Voices (Hale Ilgaz and Yasemin Gulbahar); and (17) Enhancing Intercultural Competence of Engineering Students via GVT (Global Virtual Teams)-Based Virtual Exchanges: An International Collaborative Course in Intralogistics Education (Rui Wang, Friederike Rechl, Sonja Bigontina, Dianjun Fang, Willibald A. Günthner and Johannes Fottner). Short papers presented include: (1) Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities (Cheuk Yu Yeung, Kam Hong Shum, Lucas Chi Kwong Hui, Samuel Kai Wah Chu, Tsing Yun Chan, Yung Nin Kuo and Yee Ling Ng); (2) Breaking the Gendered-Technology Phenomenon in Taiwan's Higher Education (Ya-Hsuan Wang); (3) Ontology-Based Learner Categorization through Case Based Reasoning and Fuzzy Logic (Sohail Sarwar, Raul García-Castro, Zia Ul Qayyum, Muhammad Safyan and Rana Faisal Munir); (4) Learning Factory--Integrative E-Learning (Peter Steininger); (5) Intercultural Sensibility in Online Teaching and Learning Processes (Eulalia Torras and Andreu Bellot); (6) Mobile Learning on the Basis of the Cloud Services (Tatyana Makarchuk); (7) Personalization of Learning Activities within a Virtual Environment for Training Based on Fuzzy Logic Theory (Fahim Mohamed, Jakimi Abdeslam and El Bermi Lahcen); and (8) Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges (Grace Ifeoma Obuekwe and Rose-Ann Ifeoma Eze). Reflection papers include the following: (1) A Conceptual Framework for Web-Based Learning Design (Hesham Alomyan); (2) The Key to Success in Electronic Learning: Faculty Training and Evaluation (Warren Matthews and Albert Smothers); (3) Using Games, Comic Strips, and Maps to Enhance Teacher Candidates' e-Learning Practice in The Social Studies (Nancy B. Sardone); (4) Scanner Based Assessment in Exams Organized with Personalized Thesis Randomly Generated via Microsoft Word (Romeo Teneqexhi, Margarita Qirko, Genci Sharko, Fatmir Vrapi and Loreta Kuneshka); (5) Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course (Parviz Ghandforoush); and (6) Semantic Annotation of Resources to Learn with Connected Things (Aymeric Bouchereau and Ioan Roxin). Posters include: (1) Development of a Framework for MOOC in Continuous Training (Carolina Amado and Ana Pedro); and (2) Information Literacy in the 21st Century: Usefulness and Ease of Learning (Patricia Fidalgo and Joan Thormann). Also included is a Doctorial Consortium: E-Learning Research and Development: On Evaluation, Learning Performance, and Visual Attention (Marco Ruth). An author index is provided and individual papers include references.

Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly English-speaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents' views were more strongly gendered than were females'. [For the complete proceedings, see ED585874.]

Within recent years, there has been a trend of students (traditional and nontraditional) travelling abroad, more particularly to the United States, with the view of pursuing higher education at both the graduate and undergraduate level. Among the most popular influential factors to obtain higher education internationally are government and private scholarships, international exposure and experience, professional development, and a quality of education that could not have been obtained locally. Despite the accelerant that ignited the desire for travel, most students are not prepared for the vast social and cultural difference in the educational system. However international students are resilient, adapt and are successful and often result in them transforming as individuals. This qualitative study examined the effects of U.S. based education on Bahamian students, from the perspective of transformational learning theory. Emphasis was placed on the extent to which these students' international learning experiences transformed them into scholars of positive social change within their respective fields of study. Data were collected utilizing semi structured interviews of 10 Bahamian students. All of the participants were born in The Bahamas, but traveled to the United States to pursue higher education as a nontraditional adult learner. The study results provide a foundational platform for current and future Bahamian adult learners pursuing higher education in the United States. [For the full proceedings, see ED581791.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This study examines international students' experiences of othering on their campuses. To achieve this goal, a case of a South Korean international student's experiences was addressed from postcolonial perspectives. In particular, this study asks: "What does a Korean international student's experiences of othering look like?" and "What is the base of a Korean international student's experiences of othering?" To achieve the purpose of this study, the concept of othering is utilized to interrogate how the participant projected othering onto her peers while simultaneously was a recipient of othering in her campus experiences. As Fine (1994) explains, othering is a co-construction of self as well as other. So, through othering, the action and process of finding differences between us and them take place while similarities within our group are also constructed. Additionally, othering is usually seen as colonizers' exclusive property. However, in this study, othering includes not only colonizers excluding the colonized, but also excluding by the colonized. This qualitative study employed a semi-structured interview. Through repetitive and reflexive reading of the interview transcript, I constructed preliminary findings. First, the participant's othering was selective based on specific contexts. She had various relationships with diverse people within different contexts. Social, economic, and political contexts where she was situated contributed to her stereotypes about others. She defined some Americans as her second family with positive impressions, but other Americans were classified with neutral or negative stereotypes. Second, the participant's historical and educational background had an impact on her othering. Her learning about Cultural Studies in a US institution influenced her focus on differences between South Koreans and Americans or other Asians, rather than understanding similarities across their nationalities. Further, her knowledge about the modern history of South Korea impacted her negative stereotypes about South Korea's education system. Through these findings, I question and complicate theories of othering based on specific contexts and backgrounds, rather than simplifying that othering is conducted only by the colonizer position. In particular, this study intends to complicate theories about othering by focusing on how international students experience othering on their campuses, especially in terms of historicization (During, 2000) and the context of education and research (Minh-Ha, 1989).

This study evaluates an international collaborative project developed and practiced on the internet, as a form of SNS, focusing on how much university students from six countries worldwide participated in the project, from the viewpoint of the participants' contribution to the forum discussion of their own group's topic on education. The 66 participating students' communication data posted in the eight group forums were compiled and analyzed by quantitative and qualitative methods. As for the quantitative method, the corpus data comprising 48,990 running words was analyzed by topics and countries to obtain profiles of the characteristics of the participants' English language use in terms of message volume as well as vocabulary density, sentence length, and key words. As to the qualitative method, the data were analyzed by KBDeX software focusing on some key words such as "agree/disagree" and "opinion" to investigate the interactive discourse of discussion, negotiation, or mediation in each group. The results from both quantitative and qualitative analyses revealed the students of each country had their own distinguishing features in language use and communication patterns. [For full proceedings, see ED565087.]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.

The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult Education as a Panacea to the Menace of Unemployment in Oyo State, Nigeria (Samuel Adesola); (2) Proverbs as Foundations of Lifelong Learning in Indigenous African Education (Mejai B.M. Avoseh); (3) The Challenges of Raising an Ideal African Family in America (Mejai B. M. Avoseh, Gbenga Fayomi, and Abimbola Simeon-Fayomi); (4) Re-Thinking Faculty Development in Higher Education: Lessons from the Developing World (John M. Dirkx); (5) Intercultural and Cross-Disciplinary Perspectives of Non-Traditional Adult U.S. Students on Globalisation (Emmanuel Jean Francois); (6) Continuing Professional Development for Teachers in Rural Siberia (Wendy Griswold); (7) A 2011 International Shortened Version of the History and Philosophy of Andragogy (John A. Henschke); (8) Transitioning Law Enforcement Training from Teacher Centered to Learner Centered: A Caribbean Context (Yvonne Hunter-Johnson and Waynne B. James); (9) Adult Education Programs and HIV/AIDS Awareness in Sub-Saharan Africa (Alex Kumi-Yeboah and Waynne James); (10) Not so Universal: East Asian Doctoral Students' Perspectives on Critical Reflection at U.S. Universities (Hyun Jung Lee); (11) Girls Follow Me! Issues and Challenges of Non-Formal Mentoring of Female Academics in a Nigerian University (Simeon-Fayomi Bolanle Clara and Fayomi Abimbola Olugbenga); (12) An Analysis of the Literacy Competence and Highest Schooling of Mine Workers in South Africa (Antonie Christoffel Smit and Andile Mji); and (13) Uses for Instruments Designed to Measure Intercultural Sensitivity Competencies: A Comparative View (Melanie L. Wicinski). Individual papers contain tables, figures, footnotes and references. [For the 2010 proceedings, see ED529427.]

This cross case analysis synthesizes results from two qualitative studies on mathematics content courses for prospective elementary teachers: one from the U.S. interviewed instructors, one from Canada interviewed students. Results were examined for common themes. Salient commonalities were found. Two will be discussed here: the role of affect in student learning and the role of connections to the elementary classroom. [For the complete proceedings, see ED585874.]

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]