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2. Which Individual and School-Level Factors Predict Student Perceptions of the School Climate in a Diverse Sample of Charter Schools throughout the Country? A Working Paper
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Transforming Education, Buckley, Katie, Subedi, Sushmita, Paek, Ji Won, Krachman, Sara, and Gehlbach, Hunter
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In this study, we examine which student and school characteristics predict students' perceptions of the school climate. Our data come from a survey administered to nearly 3,000 students in grades 4-12 in 18 charter schools throughout the country. The survey asks students about their perceptions of seven distinct aspects of the school's culture and climate: cultural and linguistic competence, learning strategies, rigorous expectations, school safety, sense of belonging, student engagement, and teacher-student relationships. We find substantial "within"-school variation in student perceptions of the school climate, which is explained in part by differences in student race/ethnicity and grade level. This finding suggests that among our diverse sample of charter schools, school climate surveys may be better suited to capture group-level differences in student experiences within a school as opposed to school-level differences. Although there is far less variation in student perceptions of school climate "between" schools, school composition, as measured by the racial/ethnic diversity of the school, is a meaningful predictor of student perceptions of the school's cultural and linguistic competence, student engagement, and sense of belonging. While further analyses are needed, our findings suggest that schools with more diverse student bodies may be better able to foster positive student experiences.
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- 2019
3. Writing Better Essay Exams. IDEA Paper #76
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IDEA Center and Boye, Allison P.
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Essay exams offer many benefits for instructors who seek to vary their assessment methods and engage students in critical discourse, yet they also pose many challenges and require thoughtful construction and evaluation. The author provides an extensive overview of the literature to illuminate best practices for designing and assessing effective essay prompts, includes examples, and offers suggestions for preparing students for success.
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- 2019
4. A SOAR-Fired Method for Teaching Synthesis Writing. IDEA Paper #74
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IDEA Center, Luo, Linlin, and Kiewra, Kenneth A.
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Students often fail to write effective synthesis essays that compare multiple sources across common intersecting categories. Instead, they compose flawed essays that focus primarily on one source and then add a few ideas from other sources (patchwriting); report ideas from all sources in a disjointed fashion (tag-all writing); or draw from one source after another without comparison (separate-representation writing). Effective synthesis writing depends on three strategies: selecting important information from each source, arranging the selected information in a graphic organizer for easy comparison, and connecting information from the various sources in a comparative way. The authors report on an established teaching and learning system called SOAR (Select, Organize, Associate, and Regulate) and its newly investigated impact on synthesis writing in the two studies that they conducted. In the first study, students provided with SOAR supplements (a graphic organizer, association prompts, and a regulation checklist) composed essays that contained more information, better synthesis organization, and more intertextual relationships than did essays from students who were not using SOAR supplements. In the second study, SOAR-trained students composed better organized synthesis essays than students who used their own preferred strategies. Across studies, students found SOAR helpful for synthesis writing and reported that they would be likely to use SOAR for future writing assignments. The authors conclude with an example of how to teach students to use SOAR when they write.
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- 2019
5. Knowing When to Fold 'em: Problem Attributes and Strategy Differences in the Paper Folding Test
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Burte, Heather, Gardony, Aaron L., Hutton, Allyson, and Taylor, Holly A.
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Spatial visualization--the ability to mentally imagine and manipulate objects--has frequently been measured using the Paper Folding Test (PFT). In this task, participants view diagrams of a paper being folded and a hole being punched. They then identify the resulting punch pattern. Although task instructions promote mentally unfolding the paper, the extent to which people follow this spatial visualization strategy is unknown. The present work assesses hypothesized PFT solution strategies and their relation to problem attributes. Accuracy was impacted by the interaction between fold types, linear mixed models revealed greater use of simple heuristics compared to the suggested unfolding. Furthermore, most participants used a single strategy but simple heuristics were more often used than unfolding. Given this, we recommend redesigning the PFT to utilize the prevalence of strategy use to assess individual differences. [This is the in press version of an article published in "Personality and Individual Differences" (ISSN 0191-8869).]
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- 2018
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6. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
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The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
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- 2016
7. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (39th, Las Vegas, Nevada, 2016). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-ninth time, 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 Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]
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- 2016
8. Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra [Conference Long Paper]
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Hauk, Shandy and Matlen, Bryan J.
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This is an extended conference proceedings report [Long Paper] based on a shorter contributed report at the same conference. A variety of computerized learning platforms exist. In mathematics, most include sets of problems to complete. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially- to fully-worked examples. Behind-the-scenes design of such systems also varies--from static dictionaries of problems to responsive programming that adapts assignments to users' demonstrated skills within the computerized environment. This report presents background on digital learning contexts and early results of a mixed-methods study that included a cluster randomized controlled trial design. The study was in community college algebra classes where the intervention was a particular type of web-based activity and testing system. [This paper was published in: Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (Eds.), "Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education," p638-645. San Diego, CA (2017).]
- Published
- 2017
9. Using Metacognition to Promote Learning. IDEA Paper #63
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IDEA Center and Millis, Barbara J.
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Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or as ongoing assignments in an online course; and (2) quizzes and examinations (tests), whether multiple choice or essay, that can be analyzed for maximizing future performance.
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- 2016
10. Flip It or Click It: Equivalent Learning of Vocabulary from Paper, Laptop, and Smartphone Flashcards
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Sage, Kara, Piazzini, Michael, Downey, John Charles, IV, and Ewing, Sydney
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Students frequently utilize digital devices and applications to assist studying. Past research has yielded mixed results on their effectiveness, and scant research has compared portable technologies with each other or focused on smartphones specifically. We compared college students' learning of vocabulary on paper, laptop, and smartphone. Students were randomly assigned to one platform for reviewing vocabulary flashcards, and then they completed a memory quiz and answered questions regarding perceptions of these technologies. Results showed equivalency in students' learning across platforms, with the only exception being that students spent longer reviewing paper flashcards. Self-reported cognitive load and satisfaction were equal across platforms. Quantitative and qualitative data also suggested that, though students quickly label both laptops and smartphones as helpful for education, they see more educational value in laptops. This research suggests that smartphones present new ways of learning, but care must be taken with how smartphones are utilized in educational settings.
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- 2020
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11. Non-Cognitive Characteristics and Academic Achievement in Southeast Asian Countries Based on PISA 2009, 2012, and 2015. OECD Education Working Papers, No. 233
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Organisation for Economic Cooperation and Development (OECD) (France) and Lee, Jihyun
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Non-cognitive characteristics of students in four Southeast Asian countries -- Indonesia, Malaysia, Thailand, and Viet Nam -- were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning, motivation for school subject matters and self-beliefs about their abilities. The non-cognitive characteristics that were most prevalent in the region included enjoyment and instrumental motivation to learn, which were evidenced by the indices of "intrinsicmotivation for mathematics" (INTMAT), "instrumental motivation for mathematics" (INSTMOT), "enjoyment in learning of science" (JOYSCIE), and "instrumental motivation in learning science" (INSTSCIE). However, these variables were not strong predictors of student achievement in this region. The review also revealed that the best non-cognitive predictors of student achievement were metacognitive awareness (METASUM and UNDREM) for reading achievement; self-efficacy, self-concept, and anxiety (MATHEFF, SCMAT, and ANXMAT) for mathematics achievement; and environmental awareness and epistemological beliefs (ENVAWARE and EPIST) for science achievement. These variables were also the best predictors, on average, across all PISA participants and economies. However, some region-specific non-cognitive predictors were also noted. These were "intrinsic motivation" (INTMAT) in Malaysia; "perseverance" (PERSEV) in Thailand; and "mathematics intentions" (MATINTFC)in Viet Nam. Overall, the similarities found in the non-cognitive characteristics among Southeast Asian students suggest that (a) regional collaboration in designing the educational strategies may be beneficial and that (b) an implementation of regional questionnaires in future PISA surveys may be useful to gain an in-depth understanding of achievement-related factors in this region.
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- 2020
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12. EFL Reading Test on Mobile versus on Paper: A Study from Metacognitive Strategy Use to Test-Media Impacts
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Zou, Xiao-Ling and Ou, Ling
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This paper started with the examination of the effect of mobile-based reading test on EFL test-takers of different attitudes from their perception of metacognitive strategy use and the knock-on impact on test results. Then other possible factors of such impact are explored and corresponding solutions are presented. Quantitative analysis of questionnaire and reading test data indicated that test-takers with low acceptance of mobile-based reading test might be adversely affected in their metacognitive strategy use of planning, monitoring, and evaluating, as well as their test results. Qualitative analysis of the relevant literature and the interview data, combined with the quantitative results, revealed that, besides the inferiority of metacognitive regulation on screen, the negative effects might also involve other complicated and intertwined factors, such as reading proficiency, psychology, attitudes, adaptability, habits, and personality, as well as text and question presentation form, which could, in turn, lead to poor performance in this new test form. Therefore, metacognitive training, psychological preparation, guided practice, elaborated feedback, constructive advice, personalized dynamic assessment, optimization of the text and question presentation form, and overcoming of screen inferiority are necessary for better assessment ecology so that test-takers could gain more benefit and convenience brought by this new assessment medium.
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- 2020
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13. Drawing-to-Learn: Does Meta-Analysis Show Differences between Technology-Based Drawing and Paper-and-Pencil Drawing?
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Cromley, Jennifer G., Du, Yang, and Dane, Aygul Parpucu
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Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects--comparing different types of drawing and comparing drawing to non-drawing conditions--was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.
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- 2020
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14. A Japanese Paper: Failing Is an Opportunity for Learning
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Tsuji, Takeshi
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The Australian Science Teachers Association offers an innovative international professional development program for science teachers called the Science Teachers Exchange -- Japan. The program offers Australian and Japanese teachers an opportunity to travel to the corresponding country, allowing the teachers to grow in their knowledge of the culture and teaching practices of that country and potentially develop national and international networks. The article herein was written by Takeshi Tsuji, an elementary teacher from Tokyo, who participated in the 2017 Exchange program to Australia. As part of this program, Tsuji visited Mudgeeraba Creek State School on the Gold Coast, where he observed a fifth grade STEM lesson taught by STEM science teacher Megan Hayes, and later taught a lesson to the same class. On entering Hayes' classroom, Tsuji immediately noticed a large poster with the word 'FAIL' on it; an acronym standing for 'First Attempt In Learning'. It translates to "failure = first step in learning," meaning that learning starts from failure. This [unedited] translation of the article -- taken from a Japanese equivalent to "Teaching Science" -- takes on the theme of how students face failure and how teachers can deepen classroom learning with this acronym in mind.
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- 2019
15. Automatic Speech Recognition System to Support Aural Vocabulary Learning
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Hirata, Saki, Yamada, Masanori, Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member
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- 2024
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16. Supporting Students’ Digital Literacy
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Landøy, Ane, Langseth, Henry, Løkse, Mariann Cecilie, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Kurbanoğlu, Serap, editor, Špiranec, Sonja, editor, Boustany, Joumana, editor, Ünal, Yurdagül, editor, Şencan, İpek, editor, Kos, Denis, editor, Grassian, Esther, editor, Mizrachi, Diane, editor, and Roy, Loriene, editor
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- 2024
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17. Effectiveness of Tutorials for Promoting Educational Integrity: A Synthesis Paper
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Stoesz, Brenda M. and Yudintseva, Anastassiya
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The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.
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- 2018
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18. Rupture or Continuity: The Arithmetico-Algebraic Thinking as an Alternative in a Modelling Process in a Paper and Pencil and Technology Environment
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Hitt, Fernando, Saboya, Mireille, and Zavala, Carlos Cortés
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Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which underpins the construction of a cognitive structure that links both types of thinking. This paper proposes a theoretical and practical framework for a learning approach that supports the construction of a cognitive structure which fosters arithmetico-algebraic thinking at the beginning of secondary school by means of cultural and technological activities relating to polygonal numbers.
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- 2017
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19. Navigating Controversial Topics in Required Diversity Courses
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Ryan A. Miller, Laura Struve, Morgan Murray, and Alex Tompkins
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Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
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- 2024
20. Design of Chinese Grammar Smart Learning System
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Yu, Miao, Xu, Juan, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Hong, Wenxing, editor, and Weng, Yang, editor
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- 2023
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21. Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments
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Worrell, Jamie, Duffy, Mary Lou, Brady, Michael P., Dukes, Charles, and Gonzalez-DeHass, Alyssa
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Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an investigation of a reading strategy on comprehension of expository and narrative text; comprehension was assessed using both paper- and computer-based tasks. Results showed that students increased their learning strategy use and reading comprehension accuracy when using the strategy on computer-based assessments with expository text. Also students generalized their strategy use to paper-pencil assessments with narrative text. Reading comprehension of narrative passages also increased. The results suggest the value of teaching a reading strategy to students who struggle with both paper-pencil and computer-based assessments of comprehension.
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- 2016
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22. The Influence of Student Learning Characteristics on Purchase of Paper Book and eBook for University Study and Personal Interest
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Johnson, Genevieve Marie
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First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.
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- 2016
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23. How Teachers Teach and Students Learn: 'Successful Strategies for School.' OECD Education Working Papers, No. 130
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Organisation for Economic Cooperation and Development (OECD) (France), Echazarra, Alfonso, Salinas, Daniel, Méndez, Ildefonso, Denis, Vanessa, and Rech, Giannina
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This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented instruction and elaboration learning strategies, at the opposite ends. Other teaching strategies, such as formative assessment and cognitive activation, and learning approaches, such as control strategies, are also analysed. Our analyses suggest that to perform at the top, students cannot rely on memory alone; they need to approach mathematics strategically and creatively to succeed in the most complex problems. There is also some evidence that most teaching strategies have a role to play in the classroom. To varying degrees, students need to learn from teachers, be informed about their progress and work independently and collaboratively; above all, they need to be constantly challenged. The following are appended: (1) Mathematics Items in PISA 2012; and (2) Explaining Cross-Subject Analysis with Student Fixed-Effects. (Individual chapters contain references.)
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- 2016
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24. Training the 21st-Century Worker: Policy Advice from the Dark Network of Implicit Memory. IBE Working Papers on Curriculum Issues No. 16
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International Bureau of Education (IBE) (Switzerland) and Abadzi, Helen
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Research on memory functions and their applications is a vast field that has unfolded for decades; some important studies are sixty years old. However, the research has remained a well-kept secret of cognitive psychologists. Education faculties rarely teach memory specifics, so people working in education typically do not know about the above distinction. This document attempts to publicize essential research on the relationship between memory functions and skills development and to illustrate its educational and policy implications. Understanding memory functions is also important because the distinction between explicit and implicit memory seems to be responsible for significant and systematic memory biases that affect how people think about education. This document therefore also presents the problems and solution attempts made by donor agencies as well as research on cognitive biases of people. It then proceeds to illustrate essential memory functions that have applicability in education. The review includes "non-cognitive" skills, personality variables, complex skills, and gender and status issues. It also briefly covers the problems of lower-income vocational institutions and links them to cognitive research. It concludes with policy implications and prospects for future research. Examples of learning-related assumptions reported in various documents are appended. A bibliography is also included.
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- 2015
25. EFL Learners' Strategies of Coping with Online Language Learning Difficulties during COVID-19
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Patrisius Djiwandono
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Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.
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- 2024
26. Innovating Workforce Education: Community Colleges at the Forefront of Registered Apprenticeship
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Association of Community College Trustees (ACCT) and Nick D’Antonio
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"Innovating Workforce Education: Community Colleges at the Forefront of Registered Apprenticeship" explores Registered Apprenticeships in the United States, examining their increasing relevance to community colleges and the broader workforce development landscape. At its core, the apprenticeship model integrates paid employment with progressive learning, characterized by on-the-job training, classroom instruction, and mentorship, culminating in an industry recognized credential. This blend of practical and academic learning is pivotal for skill acquisition and provides a pathway to gainful employment. The paper will emphasize the versatility of apprenticeships while clarifying misconceptions. Apprenticeships are not limited to pre-employment training or entry-level positions but encompass diverse career stages and occupational scopes. Additionally, apprenticeships are adaptable in instructional delivery and flexible learning, making them suitable for various learning styles and job roles. In exploring types of apprenticeships, the paper identifies time-based, competency-based, and hybrid models and explores efforts like pre-apprenticeship and youth apprenticeship. Also, the paper closes by proposing future research and practice areas for ACCT, focusing on evaluating apprenticeship models, examining policy impacts, exploring digital learning's role in related instruction, and analyzing the financial models linked to apprenticeship sustainability and expansion.
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- 2024
27. Writing Our Way: Giving Voice to Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (41st, Orlando, Florida, March 9-10, 2017)
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Adult Higher Education Alliance (AHEA), Elufiede, Kemi, Flynn, Bonnie, and Olson, Joann S.
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The 41st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2017 and explored the theme, "Writing Our Way: Giving Voice to Adult Learning." Papers in these proceedings include: (1) Transformative Learning Following Job Loss-A Dissertation Renewal (Robert Benway); (2) Preserving the Voices of Adult Educators (Len A. Bogner and Brett King); (3) Teaching Learning Concepts to Graduate Students through Writing (Patricia G. Coberly-Holt and S. Taylor Walton); (4) Writing between the Lines (Jennifer K. Holtz, Amy L. Sedivy-Benton, and Carrie J. Boden-McGill); (5) Promoting Engagement and Community in Online Courses: It's all about the Writing (Jeremy Schwehm, Jennifer Saxton, and Annette Stuckey); (6) Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center (Jung Min Lee); (7) Writing: Collaborating for Increasing Success (Marilyn S. Lockhart); and (8) Writing a Dissertation: Tools for Success (Anne E. Montgomery). (Individual papers contain references.)
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- 2017
28. Challenges in Mathematics Learning at the University: An Activity to Motivate Students and Promote Self-awareness
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Iannella, Alessandro, Morando, Paola, Spreafico, Maria Luisa, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Casalino, Gabriella, editor, Cimitile, Marta, editor, Ducange, Pietro, editor, Padilla Zea, Natalia, editor, Pecori, Riccardo, editor, Picerno, Pietro, editor, and Raviolo, Paolo, editor
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- 2022
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29. Who Is Listening to Us from Geography Education? Is Anyone out There?
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Albert, Donald Patrick and Owens, Erin
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This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know "who are we listening to?" The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, "who is listening to us?" Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).
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- 2018
30. A Six-Stage Story Structure Approach for Elementary Students' Story Production: Quality, Interest, and Attitude
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Chen, Zhi-Hong and Liu, Wen-Yi
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The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper.
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- 2021
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31. The Use of a Gamified Learning App in Accounting Education: Exploring the Impact of COVID-19
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Langenhagen, Julian, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Casalino, Gabriella, editor, Cimitile, Marta, editor, Ducange, Pietro, editor, Padilla Zea, Natalia, editor, Pecori, Riccardo, editor, Picerno, Pietro, editor, and Raviolo, Paolo, editor
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- 2022
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32. Improving Students' Study Habits and Course Performance with a 'Learning How to Learn' Assignment
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Brown-Kramer, Carolyn R.
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How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a "learning how to learn" assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading, practice testing, or forming mental images) and wrote a paper summarizing, analyzing, and applying the article's findings. Students relied significantly less on low-utility strategies and significantly more on moderate and high-utility strategies at the end of the semester than at the beginning. Furthermore, students who completed this assignment outperformed their peers in a control semester of the same course, improving by about one-third of a letter grade. Suggestions for effective implementation of a similar assignment are presented.
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- 2021
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33. Self-Regulation and Shared Regulation in Collaborative Learning in Adaptive Digital Learning Environments: A Systematic Review of Empirical Studies
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Kshitij Sharma, Andy Nguyen, and Yvonne Hong
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Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.
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- 2024
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34. A Roadmap to the Next-Generation Technology-Enabled Learning-Centered Environments in AEC Education
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Yimin Zhu, Amirhosein Jafari, Amir H. Behzadan, and Raja R. A. Issa
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The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.
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- 2024
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35. Exploring Children's Negotiation of Meanings about 'D' in 2D and 3D Shapes in a Year 5/6 New Zealand Primary Classroom
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Shweta Sharma
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The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions--"another world", "different ways to go", and "flat vs fat"--to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research.
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- 2024
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36. Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking
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Mathematics Education Research Group of Australasia (MERGA), Wadham, Bridget, Pearce, Emily, and Hunter, Jodie
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In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.
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- 2023
37. Effective Strategies for Learning Basic Geometric Concepts and Factors
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Yeliz Çelen and Nurdan Baran
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While in traditional mathematics teaching methods, it is possible to prove concepts while teaching geometry and to reach generalizations that require more complex definitions by using concept findings, while in today's geometry teaching, learning that activates the student's discovery process gains importance. In this context, the aim of this study is to examine ten different studies on the factors affecting students' learning of basic geometric concepts. In this study, document analysis method was used. The main purpose of document review is not to reach new information, but to reveal the current situation in light of different studies. During the data collection process of the research, ten different articles on the factors affecting learning basic geometric concepts in geometry teaching were examined by scanning Google Scholar. For the research, a keyword in the form of factors affecting geometry teaching was entered into the search engine at the scanning stage and ten different articles that were allowed to access full texts were examined. For the analysis of the data, 10 different studies made by the researchers were analyzed as a result of the document review. During the document analysis, descriptive analysis was carried out by looking at the sample, sample selection method, data analysis method, method and findings of the studies examined by the researcher, and the findings were presented in tables. As a result of the research, it was concluded that constructivist learning theories and methods are effective in teaching basic geometric concepts. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 645-657.]
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- 2023
38. The Effect of Growth-Mindset Strategies on 8th Grade Students' Self-Efficacy, Self-Regulation, Academic Achievement and Mind Development
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Ozgul Mutluer and Sertel Altun
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The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]
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- 2023
39. Self-Regulated Listening Experience with Smart Captioning
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Mirzaei, Maryam Sadat and Meshgi, Kourosh
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This article introduces self-regulation features with Partial and Synchronized Caption (PSC) for practicing listening skills and fostering self-paced and autonomous learning. PSC generates a partial caption by focusing on acoustically and lexically difficult words and synchronizes each word's appearance with the speaker's speech. The aim is to reduce textual density in the caption and encourage more listening than reading. Given that difficulty translates differently for individual learners, we created a user-friendly interface that allows a more individualized experience with our generated caption. We collected the user-configuration log data of 33 intermediate English learners to analyze learner behavior during self-paced practice, along with the comprehension scores of the subsequent tests and learner feedback. The data showed differences in learners' strategies with a relative tendency to reduce their reliance on captions. Self-paced practice was received positively by most but not all learners, indicating the importance of individual differences in self-regulated listening. [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.]
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- 2022
40. Person-centred care and online pedagogy in nursing education: a discussion paper.
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Avilés, Lissette, Castillo-Mansilla, Daniela, Wang, Yin, and Smith, Pam
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CURRICULUM ,NURSING education ,INTERNET ,TEACHING methods ,PATIENT-centered care ,NURSING practice ,LEARNING strategies ,ALTERNATIVE education ,NURSING students - Abstract
To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]
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- 2024
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41. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro
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These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]
- Published
- 2014
42. Empfehlungen zur Sonografieausbildung in der prähospitalen Notfallmedizin (pPOCUS): Konsensuspapier von DGINA, DGAI, BAND, BV-ÄLRD, DGU, DIVI und DGIIN.
- Author
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Michels, Guido, Greim, Clemens-Alexander, Krohn, Alexander, Ott, Matthias, Feuerstein, Doreen, Möckel, Martin, Fuchs, Nikola, Friemert, Benedikt, Wolfrum, Sebastian, Kiefl, Daniel, Bernhard, Michael, Reifferscheid, Florian, Bathe, Janina, Walcher, Felix, Dietrich, Christoph F., Lechleuthner, Alexander, Busch, Hans-Jörg, and Sauer, Dorothea
- Subjects
- *
CONSENSUS (Social sciences) , *ULTRASONIC imaging , *POINT-of-care testing , *CRITICALLY ill , *PATIENTS , *SHOCK (Pathology) , *LEARNING strategies , *CRITICAL care medicine , *EMERGENCY medical services , *QUALITY assurance , *EMERGENCY medicine , *MEDICAL societies - Abstract
Point-of-care sonography is a precondition in acute and emergency medicine for the diagnosis and initiation of therapy for critically ill and injured patients. While emergency sonography is a mandatory part of the training for clinical acute and emergency medicine, it is not everywhere required for prehospital emergency medicine. Although some medical societies in Germany have already established their own learning concepts for emergency ultrasound, a uniform national training concept for the use of emergency sonography in the out-of-hospital setting is still lacking. Experts of several professional medical societies have therefore joined forces and developed a structured training concept for emergency sonography in the prehospital setting. The consensus paper serves as quality assurance in prehospital emergency sonography. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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43. A Student-Centered Approach to Identifying Strategies and Obstacles to Learning for Undergraduate STEM Courses
- Author
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Hill, Erin M., Anderson, Laurie, Finley, Brandon, Hillyard, Cinnamon, and Kochanski, Mark
- Abstract
What motivates and demotivates students in their engagement in at-home work for high-stakes assignments, such as test preparation and writing and revising papers? This paper outlines a student-centered method to identify learning strategies students actually use and obstacles students actually face compared to what is reported in the literature. This method provides awareness and agency of strategies and obstacles to attempt to change student behavior and perceptions. The three research goals were 1) identifying learning strategies and obstacles with a user-centered design method, 2) mapping the strategies and obstacles to the Expectancy-Value-Cost Model (EVC Model) of motivation theory, and 3) noting the effectiveness of those strategies and obstacles and reporting the results to students in between major class assessments. Our results show that that across Science, Technology, Engineering, and Mathematics (STEM) disciplines and student levels, students use and encounter similar strategies and obstacles.
- Published
- 2019
44. An Investigation of Self-Regulated Learning in a Novel MOOC Platform
- Author
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Daniel F. O. Onah, Elaine L. L. Pang, and Jane E. Sinclair
- Abstract
Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners' SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.
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- 2024
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45. Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving
- Author
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Tempelaar, Dirk T., Rienties, Bart, Nguyen, Quan, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Lane, H. Chad, editor, Zvacek, Susan, editor, and Uhomoibhi, James, editor
- Published
- 2020
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46. Analyzing Students’ Behavior in a MOOC Course: A Process-Oriented Approach
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Bernal, Franklin, Maldonado-Mahauad, Jorge, Villalba-Condori, Klinge, Zúñiga-Prieto, Miguel, Veintimilla-Reyes, Jaime, Mejía, Magali, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Stephanidis, Constantine, editor, Harris, Don, editor, Li, Wen-Chin, editor, Schmorrow, Dylan D., editor, Fidopiastis, Cali M., editor, Zaphiris, Panayiotis, editor, Ioannou, Andri, editor, Fang, Xiaowen, editor, Sottilare, Robert A., editor, and Schwarz, Jessica, editor
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- 2020
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47. Putting to Test a Model of Self-evaluation of the Learning Method in an e-Learning Environment
- Author
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Kaplan, Jonathan, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Tsitouridou, Meni, editor, A. Diniz, José, editor, and Mikropoulos, Tassos A., editor
- Published
- 2019
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48. Promoting Learning Retention and Nudging Behavior Change through Learning Design Practices for WHO Online Platform
- Author
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Utunen, Heini, Crowder, Ryan, Arabi, Elham, Tokar, Anna, and Mattar, Lama
- Abstract
This article aims to present learning strategies that can be applied to OpenWHO online courses to primarily increase learning retention and nudge behavior change where applicable. This paper draws on existing research on learning strategies and takes an innovative approach to recommend how these strategies could be applied to learning design to support online learners. Thus, by examining recent cognitive science literature, this critical reflection paper presents approaches to design effective online courses that improve learning retention or nudge changes in behavior where necessary.
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- 2023
49. Increasing the Resilience of Cultural Heritage to Climate Change Through the Application of a Learning Strategy
- Author
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Sesana, Elena, Bertolin, Chiara, Loli, Arian, Gagnon, Alexandre S., Hughes, John, Leissner, Johanna, Barbosa, Simone Diniz Junqueira, Series Editor, Filipe, Joaquim, Series Editor, Kotenko, Igor, Series Editor, Washio, Takashi, Series Editor, Yuan, Junsong, Series Editor, Zhou, Lizhu, Series Editor, Ghosh, Ashish, Series Editor, Moropoulou, Antonia, editor, Korres, Manolis, editor, Georgopoulos, Andreas, editor, Spyrakos, Constantine, editor, and Mouzakis, Charalambos, editor
- Published
- 2019
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50. Are we prepared to educate the next generation of bachelor nursing students? A discussion paper.
- Author
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Gjevjon, Edith Roth, Rolland, Espan Gade, and Olsson, Cecilia
- Subjects
COLLEGE students ,TEACHING methods ,BACCALAUREATE nursing education ,LEARNING strategies ,CLINICAL competence ,PHILOSOPHY of education ,INTERPROFESSIONAL relations ,NURSING students ,REFLECTION (Philosophy) ,EDUCATIONAL outcomes - Abstract
This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations' learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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