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2. Collaborative Teaching Practice: Thematic Peer Group Report. Learning & Teaching Paper #18
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European University Association (EUA) (Belgium)
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This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and provides examples of practice from the group members. Given the many inter-institutional, national and international collaborations developed during the pandemic, the group regarded the use of digital technologies as a key feature of collaborative teaching, and it therefore became a key focus of their discussions. The report identifies the various ways in which the group's members collaborate as part of their learning and teaching activities, highlights the key challenges that higher education institutions face in implementing collaborative teaching and suggests a set of recommendations for individuals, institutions and national and European-level bodies to overcome those challenges identified. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.
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- 2023
3. The Framing of Diversity Statements in European Universities: The Role of Imprinting and Institutional Legacy
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Nicole Philippczyck, Jan Grundmann, and Simon Oertel
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We analyze the role of institutional founding conditions and institutional legacy for universities' self-representation in terms of diversity. Based on 374 universities located in the Czech Republic, France, Germany, Hungary, Italy, and Poland, we can differentiate between a more idealistic understanding (logic of inclusion and equality) and a more market-oriented understanding (market logic) of diversity. Our findings show that the founding phase has no significant effect on the likelihood of a university focusing on a market-oriented understanding of diversity--however, we observe an imprinting effect with respect to the adoption of a diversity statement in general and an equity-oriented statement. Moreover, our findings show that there is a socialistic heritage for universities in Central and Eastern European (CEE) countries that is at work and still influences universities' understandings of diversity today.
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- 2024
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4. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
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- 2016
5. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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6. Navigating Difficult Waters: Learning for Career and Labour Market Transitions. Research Paper No 42
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Cedefop - European Centre for the Development of Vocational Training
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This report analyses how learning supports labour market transitions and career changes of adult workers across five countries (Denmark, Germany, Spain, France and Italy). To make the most of career and labour market opportunities, individuals have to rely on their own resources and their agency but also know how to navigate the institutional context. To make successful labour market transitions, individuals need to have a sense of direction, they need to learn about opportunities, and they need to learn skills. Education and training has a special role in supporting adult workers in their careers, providing them with the competences, qualifications and, in some cases, with the self-confidence needed for successful transition. Guidance services tailored to individual needs can help individuals find appropriate career trajectories in their search for suitable job opportunities, and can foster relational, emotional, cognitive and practical learning. [This report is the result of a team effort. Cedefop is grateful to Alan Brown, Jenny Bimrose and Barbara Merrill from the University of Warwick (Institute for Employment Research and Centre for Lifelong Learning) for coordinating the research teams and contributing to and editing project reports. The interviews were carried out and the country reports prepared by country teams: Massimo Tomassini from the Faculty of Education Science, University of Roma Tre and Silvia Zanazzi from the Faculty of Education Science, University of Roma La Sapienza (Italy); Rie Thomsen, Ida Juul and Pia Cort from Aarhus University (Denmark); Esther Oliver and Lena de Botton from the University of Barcelona and Itxaso Tellado from University of Vic (Spain); M'Hamed Dif from the University of Strasbourg (BETA-Céreq Alsace), Rachel Mulvey from the University of East London and Sophie Perdrix from the University of Lausanne (France); as well as Simone Haasler and Barbara Rinken from the University of Bremen (Germany). Cedefop experts Antje Barabasch and Giovanni Russo coordinated the study, under the supervision of the Head of Area Pascaline Descy, with a valuable contribution from Pedro Moreno Da Fonseca who reviewed this publication. The work was carried out under Cedefop's service contract No AO/RPA/GRUSSO-ABARA/Narrative learning transitions/015/11.]
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- 2014
7. Working and Learning: A Diversity of Patterns. OECD Social, Employment and Migration Working Papers, No. 169
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Organisation for Economic Cooperation and Development (OECD) (France) and Quintini, Glenda
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The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.
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- 2015
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8. Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD Education Working Papers, No. 9
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Organisation for Economic Cooperation and Development, Arbo, Peter, and Benneworth, Paul
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The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)
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- 2007
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9. The Evolution of University-Based Knowledge Transfer Structures. The EUIMA Collaborative Research Project Papers
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European University Association (EUA) (Belgium), Trueman, Stephen, Borrell-Damian, Lidia, and Smith, John H.
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The modernisation process of universities has historically highlighted the necessity of providing support structures to facilitate contacts and relationships between research groups and the outside environment, with the objective of increasing the quantity and improving the quality of collaborative research activity. The first steps in this direction have been the internal Knowledge Transfer Offices (KTOs). Universities have created these internal technostructures within a typically administrative culture. Whilst the benefit of such structures has been undeniable, a number of cultural issues have emerged which need to be considered within the overall picture of how to develop a KTO system. On the one hand, the existence of a technostructure within a highly traditional administrative culture such as the university administration has created a series of acceptability issues with administrative colleagues. On the other hand, research staff who are not used to accessing expert support from their internal administration have not immediately been prepared to profit from the new opportunities made available. The activities carried out by these structures were initially aimed at pioneering communication with external players. However, as the collaborative culture of research has undergone incremental growth and the quantity of relationships and contracts has increased, so these internal offices have adapted their activities to the immediate requirements of their internal clients (researchers) by providing more routine support such as standard procedures and methodologies. At the same time, the growth of external collaboration has motivated in particular the more active universities to extend their KTO activities and take them closer to the market, as well as to create "Innovation Ecosystems." The authors have found a wide variety of models across the case studies that they have examined and herein provide an overview of these solutions in relation to their regional contexts. These ecosystems range from externalised offices fully owned by the university or, more often, by local institutional partners (including in some cases private partners), to science parks or joint laboratories which all maintain elements of the original university KTO services. Findings also showed that in the case of well-established KTO strategies, many universities had clear mission statements linking their research objectives to economic regional development. Finally, it was found that the development of KTO activity as a whole is linked to: (1) the internal "research culture" of universities and their ability to converse with companies; (2) the external "technology and innovation culture" and its level of confidence in research structures; (3) the KTO's own capacity to invest; and (4) the level of development of the regional KT ecosystem. Where external KTOs (external to universities, science parks, and other joint facilities) were created, these new organisations were generally planned as complementary to existing KTOs, not as a substitute. Examples of this trend are Chalmers University of Technology: Innovation Office and Chalmers Innovation; Hamburg University of Technology: Innovation Office and TuTech Innovation; and Ruhr University Bochum: Internal KTO and Rubitec.
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- 2014
10. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
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These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 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. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
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- 2016
11. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
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Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
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The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
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- 2012
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12. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
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These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
13. European Universities--The Unfinished Revolution. Yale Higher Education Program Working Paper
- Author
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Yale Univ., New Haven, CT. Inst. for Social and Policy Studies., Geiger, Roger L., Geiger, Roger L., and Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.
- Abstract
The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)
- Published
- 1976
14. International Conference on Education and New Developments 2013: Book of Proceedings (June 1-3, Lisbon, Portugal)
- Author
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World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, 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. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our 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 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. 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. 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 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. (Individual papers contain references.)
- Published
- 2013
15. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
- Author
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
- Abstract
This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
- Published
- 2023
16. The Orchestration of a Sustainable Development Agenda in the European Higher Education Area
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Iryna Kushnir, Elizabeth Agbor Eta, Marcellus Forh Mbah, and Charlotte-Rose Kennedy
- Abstract
Purpose: This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach: By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings: The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN's SD agenda; some weaknesses of the UN's orchestration of SD are translated into weaknesses in the EHEA's formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA's work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value: The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies--the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.
- Published
- 2024
- Full Text
- View/download PDF
17. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
- Abstract
The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
18. The Benefits of Volunteering, Volunteers' Competencies, and Their Integration into Business Education
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Liszt-Rohlf, Verena, Fields, Marion, Gerholz, Karl-Heinz, Seco, Victor, and Haury, Christina
- Abstract
During voluntary work, volunteers acquire valuable new knowledge and skills, but they often do not recognize these newly developed competencies, cannot apply them in further education, and fail to make others, including potential employers, aware of them. The classification and validation of these competencies can help to facilitate the transfer of volunteers' competencies within the volunteer and labor markets; however, the required steps for validation of the acquired competencies are frequently complicated or unclear for volunteers. Additionally, accepted ways of validating are lacking in labor market. This paper starts by presenting the value and benefits of volunteering, especially in a business education context. Thereafter, the authors present a European partnership project--the Grundtvig Learning Partnership's Volunteering Validation Highway (VVH). The partnership aimed to facilitate the validation and transfer of volunteers' experience. The following paper discuss volunteering as important part of society and a business education approach integrating volunteering. To support the idea of integration, the authors present a study concerning volunteers' competencies, the benefits of volunteering, and the usefulness in business education of competencies gained through volunteering. The study used data from a questionnaire and group discussions. Regarding different countries, the partners expected different understandings of volunteering; therefore, the researchers conducted mixed-nationality group discussions to develop a mutual understanding of volunteering. The researchers also developed a questionnaire according to the group discussion categories (inductive) and included both open-ended and multiple-choice questions. The results support the idea of integrating volunteering experiences in business education. First, the results showed benefits for society and for the volunteers themselves. Second, the volunteers gain on the one hand professional competencies that were relevant to the labor market, like delegating tasks to other people. On the other hand, the volunteers mentioned social and process-oriented competencies, including communication and technical skills. Third, the researchers identified two major advantages of volunteering: volunteers learn networking and communicating, and volunteers experience opened new occupational fields. The authors presented in a fourth step opportunities to integrate volunteering into business education. Business education can therefore be a service learning or a social entrepreneurship education course.
- Published
- 2021
19. Higher Education Institutions and Development: Missions, Models, and Challenges
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Olo, Daniela, Correia, Leonida, and Rego, Conceição
- Abstract
Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
- Published
- 2021
20. COVID-19's Impact on Higher Education: A Rapid Review of Early Reactive Literature
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Khan, Muzammal Ahmad
- Abstract
This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
- Published
- 2021
21. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
- Published
- 2021
22. Exploring Neighbourness and Intercultural Challenges in Higher Education: Views of Teachers and Students
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Demirbilek, Muhammet, Ilvonen, Ilona, Valtins, Karlis, Di Mauro, Maura, Bernardes, Stephan O. C., and Williams, Idongesit
- Abstract
The need for neighbourness and Intercultural competences in Higher Education Institutions is ascending. This is because in recent times, there has been an increase in multicultural classrooms driven by globalization and the growth in global Internet connectivity. Globalization has enabled increased human mobility across physical national and cultural boundaries; while Internet connectivity has enabled virtual contact, interactions, and collaborations between persons from different cultures. Physical mobility, specifically for study abroad, results in physical multicultural classrooms. The purpose of this study is to provide an overview into the relevance of neighbourness in a multicultural classroom and challenges in a classroom that denotes the absence of neighbourness. The challenges are inspired and extracted from one-on-one Interviews with Higher Education Institution (HEI) teachers and foreign students from Finland, Italy, Denmark, Germany, Latvia and Turkey. Twenty people were interviewed. In the multicultural classrooms, six different challenges were identified as a result of analyzing the interview data. Those are language barriers, misunderstanding of cultural dispositions towards others, asymmetric communication, differences in cultural behavioral norms governing interactions, different styles of learning and problem with the familiarization with technology. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]
- Published
- 2021
23. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, October 13-15, 2021)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Ifenthaler, Dirk, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]
- Published
- 2021
24. Global Research Capacity Building among Academic Researchers
- Author
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Ewelina K. Niemczyk
- Abstract
Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.
- Published
- 2024
- Full Text
- View/download PDF
25. The Impact of COVID-19 on U.S. College Students, and How Educators Should Respond
- Author
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Hamlin, Alan R. and Barney, Steve T.
- Abstract
The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.
- Published
- 2022
26. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Porto, Portugal, July 16-19, 2019)
- Author
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
- Abstract
These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 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. [Individual papers are indexed in ERIC.]
- Published
- 2019
27. Multi-Level Classification of Literacy of Educators Using PIAAC Data
- Author
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Yalcin, Seher
- Abstract
This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
- Published
- 2022
- Full Text
- View/download PDF
28. Educational Use of Free and Open Source Software (FOSS): International Development and Its Implications for Higher Education
- Author
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Duan, Chenggui and Lee, Tracy K.
- Abstract
Purpose: Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong. Design/methodology/approach: The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010-2020 on the theme of "FOSS" was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends. Findings: This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students. Originality/value: Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is hoped that the findings will provide a reference for the study and application of FOSS in higher education in Hong Kong.
- Published
- 2022
- Full Text
- View/download PDF
29. Education and New Developments 2017
- Author
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Carmo, Mafalda
- Abstract
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).]
- Published
- 2017
30. Problematic Areas of Host University Support Services for Short-Term Mobility Students
- Author
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Perez-Encinas, Adriana, Rodriguez-Pomeda, Jesus, and Josek, Mikuláš
- Abstract
The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe's most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA). The findings reveal that some international students' concerns are not fully addressed by higher education institutions. The main problem areas identified with respect to host support services were admission, living costs, including accommodation and money concerns, and IT and bank issues. It is strongly recommended that universities address the problematic areas through student support services by assessing international students' opinions and needs.
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- 2017
31. Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students
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Filippi, Alyssa and Agarwal, Dipali
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There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on inquiry-based science education (IBSE) are engaging and encourage students to become more fascinated with STEM fields. The Ark of Inquiry Project involves a consortium of STEM- and education-focused universities and organizations across Europe that created an online platform with IBSE and STEM lessons. The UNESCO Regional Bureau for Science and Culture in Europe conducted the pilot phase of the Ark of Inquiry Project in Italy from September 2015 to February 2016. In this paper, we will discuss some of the barriers to the expansion of this online STEM education project that was noted by the 14 participating Italian teachers of the pilot phase and 30 educators from India, Germany, Canada, and Denmark who participated through online surveys. We discovered that teachers must be able to overcome barriers of access to technology, misconceptions about women's abilities in STEM fields, and the effect of poor pre-service teacher training as it relates to implementing IBSE effectively for student-centered learning. This paper will focus on how the above factors hinder the growth of teachers as designers and facilitators of student-centered IBSE curriculum and will recommend how The Ark of Inquiry Project can be scaled up to impact the rest of the world.
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- 2017
32. Variables Affecting Student Motivation Based on Academic Publications
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
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In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
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- 2017
33. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
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These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
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- 2016
34. The World Universities' Response to COVID-19: Remote Online Language Teaching
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Research-publishing.net (France), Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, and Research-publishing.net (France)
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This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2021
35. Examination of the Researches on the Use of Technology by Fine Arts Teachers
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Rakhat, Berikbol, Kuralay, Bekbolatova, Akmaral, Smanova, Zhanar, Nebessayeva, and Miyat, Dzhanaev
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The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.
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- 2021
36. Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study?
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Murillo-Vargas, Guillermo, Gonzalez-Campo, Carlos Hernan, and Brath, Diony Ico
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This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.
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- 2020
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37. Cultural Values and Prospective Teachers' Beliefs about Success in Mathematics and in Its Teaching
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Eichler, Andreas, Ferretti, Federica, and Maffia, Andrea
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International literature is increasingly disclosing the relevance of cultural aspects within the processes of teaching and learning mathematics. Knowledge is inextricably linked to the activities in which the subjects engage, and must be considered in relation to the socio-cultural context wherein the activity takes place. Literature reveals the relationship between the background culture (e.g. language, nationality, etc.) of prospective elementary teachers and their beliefs about mathematics and its teaching. In this paper, we define culture with reference to the wider discussion from cross-cultural psychology literature about cultural values, and we investigate if and how differences in individuals' cultural values are related to prospective teachers' beliefs about being successful in mathematics and in its teaching. We adopt a questionnaire from the studies by Schwartz to measure participants' values. We assign each prospective teacher of our sample to a cluster of beliefs and we analyse how the beliefs of prospective teachers are related to their values. Results show that cultural values and beliefs about mathematics are related, while this is not the case for beliefs about the teaching of this subject.
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- 2023
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38. Intercultural Communication for Professional Development: Creative Approaches in Higher Education
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Mesh, Linda Joy
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This study examines the development of telecollaborative exchange activities within blended language courses that are aimed at preparing post-graduate students for an intercultural workplace by developing valuable transversal competencies and intercultural awareness, which enable one to better adapt to changing work situations. A description is given of the collaborative activities completed by students at the University of Siena, Italy, and the University of Maastricht, Netherlands. The relevance of intercultural communication exchanges for meeting the needs of students who are searching for career opportunities or research collaboration abroad is also highlighted. The study concludes with a discussion of how activities and applications can be used to increase motivation and critical thinking skills as students work together collaboratively. [For the complete volume, see ED571330.]
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- 2016
39. The 'Bologna-München' Tandem--Experiencing Interculturality
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De Martino, Sandro
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This case study describes the "Bologna-München" Tandem, a cross-border collaboration which began in 2011. The aim of the collaboration is to give students studying Italian at the Ludwig- Maximilians-University in Munich and students studying German at the University of Bologna the opportunity to experience interculturality through interaction with native speakers. The interaction takes place in the classroom through lessons via Skype and during study trips. The "Bologna-München" Tandem combines telecollaboration and student mobility in order to promote a language and cultural exchange as well as an awareness of interculturality. [For the complete volume, see ED571330.]
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- 2016
40. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
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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.]
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- 2016
41. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
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Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2020
42. Soft Skills to Enhance Graduate Employability: Comparing Students and Employers' Perceptions
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Succi, Chiara and Canovi, Magali
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The aim of this article is to show the increased relevance of soft skills in a continuously changing environment. A research was carried out to examine and compare students' and employers' perceptions regarding the importance of soft skills in different European countries. Results show that 86% of respondents indicate an increased emphasis on soft skills over the last 5-10 years and that companies consider soft skills more important than students/graduates. Furthermore, major differences have also been identified in the ranking of the 20 soft skills listed in this paper, indicating different levels of priorities. This paper suggests that companies and Higher Education Institutions (HEIs) need to work together not only to increase students' awareness of the importance of soft skills but also to guide them in taking individual responsibility to acquire and develop these essential skills in order to continuously adapt to the changing labour market and improve their employability.
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- 2020
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43. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
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- 2020
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44. Higher Education and Globalization in the Context of the COVID-19 Crisis
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Stavre, Ion and Ilie-Prica, Monica
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The competition of civilizations forced the European universities to adapt to the competition with the Chinese and American universities. European integration cannot advance without the collaboration between European universities. An answer to these challenges is the CIVICA project, the European University of Social Sciences, a consortium of the following universities: Bocconi University (Italy), Central European University (Hungary), European University Institute (European Intergovernmental Organization), Hertie School of Governance (Germany), The National University of Political Studies and Public Administration (Romania), Sciences Po (France) and the School of Economics in Stockholm (Sweden). This experiment aims to become one of the European pilot universities, in the first round of applications for Erasmus+ in February 2019. The experiment takes into consideration the most important resource of a country: the human resource. The network of universities that are part of the CIVICA consortium will group approximately 38,000 students, 7,000 teachers and 3,000 people from the administrative apparatus. The London School of Economics is part of the CIVICA consortium, as an associate partner. At the Bucharest conference, the public presentation of the consortium and its objectives, the rectors of the seven universities set out to educate the future generations of professionals in social sciences, in order to solve the most pressing problems of the world. Creating a European identity is essentially the long-term, fundamental objective of the CIVICA consortium. In the context of this conference, we interviewed a few representatives of CIVICA, and their answers will be analyzed in this paper's section dedicated to the results of the research.
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- 2020
45. Assessing Gender Gaps in Educational Provision, Research and Employment Opportunities in the Transport Sector at the European Level
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Pirra, Miriam, Carboni, Angela, and Diana, Marco
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Serious gaps are found when evaluating the recognition and inclusion of gender aspects in transport strategies, research and innovation. Similar issues can be spotted in the transport labor market, where only 22% of workers are women at the European level. The roots of these limitations are in the low participation of women in Science, Technology, Engineering and Maths (STEM) studies and, therefore, in the traditionally male-dominated transport field occupations. Stemming from the European project TInnGO, the current paper proposes a descriptive analysis to evaluate the gender gaps in educational provision and research in ten European countries. Specific indicators, such as percentages in the gender composition or the presence of university courses dealing with mobility and transport, have been defined and their availability in different countries is verified. In addition, a desktop review of practices for encouraging and supporting women in STEM studies is operated, underling characteristics such as the kind of initiative, the methods and tools used, the target group or the type of promoter. The results of this activity show that a wide network of associations and mentoring operates in various European nations, mostly targeting secondary school students, trying to make females aware of their potentialities in a deeply gender-biased field like the STEM one.
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- 2020
46. Teaching and Learning Discrete Mathematics
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Sandefur, James, Lockwood, Elise, Hart, Eric, and Greefrath, Gilbert
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In this paper, we provide an overall perspective on the teaching and learning of discrete mathematics. Our aim is to highlight what research has been conducted in this area and to connect it to existing research ideas for future work. We begin by characterizing discrete mathematics and its role in the school curriculum, highlighting themes, topics, and mathematical practices that distinguish discrete mathematics. We then present potential benefits of focusing on discrete mathematics topics for mathematics education; in particular, we discuss the accessibility of topics in discrete mathematics, the connection to mathematical processes and affect, and the relevance of discrete mathematics in our current society. We also emphasize discrete mathematics from an international perspective, highlighting studies from the US, Italy, France, Chile, and Germany, which are across all school levels--primary, middle, and secondary school, and with some implications for post-secondary education. We particularly discuss discrete topics including number theory, combinatorics, iteration and recursion, graph theory, and discrete games and puzzles; we describe and situate these topics within literature. We also suggest the additional topics of game theory and the mathematics of fairness that we hope to see addressed in future studies.
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- 2022
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47. The Governance and Standardisation of Research Information in Different Science Systems: A Comparative Analysis of Germany and Italy
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Biesenbender, Sophie
- Abstract
This paper takes a policy-analytical perspective on the evolution of standards of research information (RI) and provides a framework for analysing processes of RI standardisation in different research systems. It focuses on the choice of policy instruments on the macro level (government) and their effects with regard to policy reactions, decisions and practices on the meso level (Higher Education institutions). Next to providing a conceptual frame for analysing and comparing--direct and indirect--RI standardisation processes, the paper presents exploratory evidence with regard to the German and Italian science systems. The empirical analysis shows that policies (indirectly) regulating the institutional processing of RI (e.g., evaluation policies) might indeed lead to the standardisation of RI in a science system. Policy reactions on the meso or organisational level, which largely shape the standardisation dynamics, depend on the strategic relevance of the policy and on available implementation support.
- Published
- 2019
- Full Text
- View/download PDF
48. Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe
- Author
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Mikuláš, Josek and Jitka, Svobodová
- Abstract
This paper examines a large dataset of questionnaire responses (n = 5,321) of international students who have studied abroad (mainly via the Erasmus+ programme). Their acculturation experiences with campus discrimination (an acculturative stressor), academic support (a mediator of acculturation) and academic satisfaction (an outcome of acculturation) are analyzed and compared among five European countries (France, Germany, Italy, Spain, and Portugal). The measures of acculturation experiences are verified by principal component analysis, which yields three components: campus discrimination, academic support, and academic satisfaction. The components are used as aggregate indexes for ranking the five major destination countries in Europe based on students' experiences. A country-by-country comparison suggests that experiences from study abroad are most positive in Germany
- Published
- 2019
49. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
50. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
- Author
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
- Abstract
For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2012
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