164 results
Search Results
2. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)
- Author
-
Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
3. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
- Author
-
Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
- Abstract
This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
- Published
- 2020
4. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
- Author
-
Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
- Published
- 2020
5. Beliefs-Oriented Subject-Matter Didactics: Design of a Seminar and a Book on Calculus Education
- Author
-
Frederik Dilling, Gero Stoffels, and Ingo Witzke
- Abstract
This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.
- Published
- 2024
6. SpEakWise VR: Exploring the Use of Social Virtual Reality in Telecollaborative Foreign Language Learning between Learners of English and German
- Author
-
Senkbeil, Karsten, Martin, Gillian, and O'Rourke, Breffni
- Abstract
This paper discusses the potential of immersing foreign language learners in Social Virtual Reality (SVR) in an international seminar, designed by the authors, called SpEakWise VR, combining the tandem language learning paradigm with gamification in immersive virtual environments. SpEakWise VR builds on an existing telecollaboration (SpEakWise) between undergraduate students in Trinity College Dublin and Hildesheim University. We set out to explore how inclusion of an SVR activity influences student engagement, learning involving intercultural and multilingual problem solving, and team building. This paper presents initial observations from our research, concerning multimodality in embodied immersion and code-switching, and proposes future avenues of inquiry. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
7. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
- Author
-
Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
- Abstract
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.
- Published
- 2016
8. Potential of Adaptive E-Learning for Knowledge Heterogenous Groups of Students in Engineering Design Education
- Author
-
Frederike Kossack, Eike Uttich, and Beate Bender
- Abstract
In Engineering Design education, huge numbers of students are a challenge in university teaching, especially since the students have an initially heterogeneous level of technical knowledge, which influences their acquisition of competences. In frontal classroom lectures, individual deficits can hardly be addressed and in self-study phases, students find it difficult to remedy these independently. Therefore, students with prior technical experience achieve better final module grades. This paper examines the extent to which heterogeneity in prior experience can be compensated by using an adaptive e-learning environment for the self-study time. For this purpose, students are provided with a prototypical implementation of an adaptive e-learning environment for the self-learning phase. The feedback of the users and their examination results are statistically evaluated with respect to the gain of knowledge. [For the full proceedings, see ED636095.]
- Published
- 2023
9. What Is Higher Education to Contemporary Students in Germany?
- Author
-
Gregor Schäfer
- Abstract
The purpose, aim and goals of higher education itself have been discussed and researched in the context of massified and marketised higher education in Germany, with a focus mainly on higher education national policies or the view of faculty staff. By shifting the perspective instead to the students, this article asks what higher education means to them nowadays. This study is based on 95 interviews with German graduate students from three disciplines (i.e. business administration/management, medicine and musicology) and it offers a typology of what students understand as the purpose of higher education. Six types were reconstructed from the empirical material, along three main lines of higher education's purpose (i.e. occupational, personal and societal). This paper also shows how the chosen discipline becomes more salient for the student's perception of higher education purpose than their social background. This questions previous research that found strong ties between instrumentalism and social background in higher education. This paper also demonstrates that social differences do matter in their egalitarian or elitist variation of understanding within non-instrumentalist types. Overall, this study illustrates how heterogenous contemporary higher education purpose has become, which mirrors a further general differentiation in higher education.
- Published
- 2024
- Full Text
- View/download PDF
10. A Digital Study Assistant for Hierarchical Goal Setting Companion Faces the First Real Users
- Author
-
International Association for Development of the Information Society (IADIS) and Weber, Felix
- Abstract
Digital Study Assistants (DSA) are an emerging type of software that combines web-based software architectures, various data sources, and algorithms from artificial intelligence (AI) to assist learners in improving their learning-related behaviors. In this paper, we summarize the implementation and results of a field study with a DSA for hierarchical goal-setting (HGS) at the Bremen, Hannover, and Osnabrück universities from November 2021 to April 2022. The results show that 70% of students in the sample chose to get digital assistance for educational goal-setting, which is the highest interest rate among the nine assistance functions available. Of the 290 students who chose to use the assistant, only 10 completed the full assistive intervention, which equals only 3.4%. We conclude that we should improve the usability and user experience and reduce the interaction costs of the intervention.
- Published
- 2022
11. Pedagogical Experiences in a Virtual Exchange Project Using High-Immersion Virtual Reality for Intercultural Language Learning
- Author
-
Jauregi-Ondarra, Kristi, Gruber, Alice, and Canto, Silvia
- Abstract
Social Virtual Reality (VR) applications enable real-time interpersonal conversation and allow users to perform activities together. They have the potential of changing the ways learners practise speaking a foreign language. Following a previous study (Jauregi Ondarra, Gruber, & Canto, 2020), we designed the present study to explore how presence, immersion, and interactivity affect overall social experience. Students from Germany and the Netherlands engaged in High-immersion VR (HiVR) virtual exchange sessions, using Spanish as a lingua franca at A2 level. International dyads carried out four interaction tasks in AltspaceVR, using head-mounted devices. To examine students' HiVR virtual exchange experiences, different sources of data were gathered: questionnaires, reflection diaries, recordings, and focus group interviews. The preliminary results, based on the surveys and reflection journals, show that students liked to use a social VR app to communicate in the target language with peers from other countries, as they felt completely immersed and co-present in the social interactive VR space. This might enhance engagement and lower anxiety levels. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
12. When International Avatars Meet -- Intercultural Language Learning in Virtual Reality Exchange
- Author
-
Jauregi Ondarra, Kristi, Gruber, Alice, and Canto, Silvia
- Abstract
Virtual exchange projects have become an effective pedagogical method to support students' development of intercultural language competence. High-immersion experiences in Virtual Reality (VR) may offer an environment which is conducive to developing such competence. This paper reports on a pilot study carried out with two groups of university students (N=30) in the Netherlands and Germany. The students, involved in a virtual exchange using VR headsets, completed three tasks collaboratively. The aim of the study was to investigate participants' perception regarding (1) their collaboration with foreign peers within the VR setting and (2) the perceived usefulness of the tool. The researchers employed questionnaires and conducted interviews and focus groups. The audio recording transcripts from the VR encounters and students' reflective journals provide further data to triangulate the results. This pilot study provides first results with regard to virtual exchanges carried out in high-immersion VR. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
13. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, April 9-11, 2016)
- Author
-
International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.
- Published
- 2016
14. Towards a User Focused Development of a Digital Study Assistant through a Mixed Methods Design
- Author
-
Schurz, Katharina, Schrumpf, Johannes, Weber, Felix, Lübcke, Maren, Seyfeli, Funda, and Wannemacher, Klaus
- Abstract
Digital Study Assistants (DSA) aim to support individual learning processes by designing them appropriately and efficiently based on recommendations. In this paper we present a prototype of a DSA for students in higher education of three German universities. The digital data driven DSA is integrated into the local learning management system and consists of recommender modules with a certain kind of recommendation for a specific purpose, e.g., recommending Academic Contacts that fit an expressed academic interest. The modules implemented so far use a wide range of methods: Classic rule-based Artificial Intelligence (AI) or Neural Networks, that can detect complex features and patterns in large data sets. To evaluate the current prototype of the DSA we used a mixed methods design approach with concurrently collected user data and qualitative data. A first insight in the user data suggests that recommender modules providing personalized recommendations are more likely to be used by students. A focus group discussion with students confirmed these findings with the suggestion to make the DSA more personal, individual, interactive, supportive, and user-friendly. In conclusion we present ideas for the further development of the prototype based on these findings. [For the full proceedings, see ED621108.]
- Published
- 2021
15. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
- Author
-
International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
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
16. Addressing Empathy in Intercultural Virtual Exchange: A Preliminary Framework
- Author
-
Golubeva, Irina and Guntersdorfer, Ivett
- Abstract
Empathy is widely perceived and understood as an unquestioned component of Intercultural Competence (IC). The authors see the ability to empathise with others and to see their point of view as an important condition for developing an ethnorelative viewpoint, and therefore consider it important to incorporate activities into the intercultural communication curriculum that addresses the affective side of IC (Calloway-Thomas, Arasaratnam-Smith, & Deardorff, 2017; Guntersdorfer & Golubeva, 2018). In their paper, the authors discuss the importance of meta-cognitive tasks by creating opportunities for students where they can describe, share, and evaluate emotions. Based on the recommendations made by O'Dowd (2016), Byram, Golubeva, Hui, and Wagner (2017) about designing and implementing virtual exchanges (VEs), the authors present a preliminary framework, i.e. a sequence of self-reflective meta-analysis tasks that they developed for the intercultural VE between students at Ludwig-Maximilians University (LMU) in Germany and their peers at the University of Maryland Baltimore County (UMBC) in the United States. This framework can be adapted to a variety of online teaching contexts. [For the complete volume, see ED609298.]
- Published
- 2020
17. Developing an IT Course for Emerging Technologies Using a Framework -- An Example of an IoT Course V1.0
- Author
-
van Wyk, Norman, Johnston, Kevin, Möller, Klaus, and Haas, Florian
- Abstract
Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), "Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference" (pp. 15-45). Informing Science Institute.]
- Published
- 2020
18. International Perspectives on Education. BCES Conference Books, Volume 10
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
19. How Do Students Deal with Forced Digitalisation in Teaching and Learning? Implications for Quality Assurance
- Author
-
Pohlenz, Philipp, Felix, Annika, Berndt, Sarah, and Seyfried, Markus
- Abstract
Purpose: This paper aims to investigate student subgroups' responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices. Design/methodology/approach: This study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation -- an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences. Findings: The identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs. Research limitations/implications: The data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students' coping strategies in an ever-changing learning environment. Practical implications: The findings may help individualise universities' counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment. Originality/value: The findings provide insights into students' responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.
- Published
- 2023
- Full Text
- View/download PDF
20. Teaching Geographies of the Far-Right in Germany -- Conceptualising Hate and Fear as Didactic Challenges
- Author
-
Felicitas Kuebler and Tobias Schopper
- Abstract
The focus of this paper is the affective dimension of far-right discourses which we consider challenges for teaching. The rise of the far-right in many parts of the world has led to a growing body of work in the social sciences. However, as the topic has become the subject of academic scrutiny its controversial nature also demands a debate on teaching strategies and principles. Drawing on two courses on the political geography of the far-right taught at two German universities, we propose paying special attention to the affective potentials of far-right discourses and taking a normative anti-fascist approach to facilitate critical thinking, solidarity, and empathy in the classroom. Additionally, we also urge educators to pay close attention to emotions students might experience when analysing and discussing the far-right. This paper situates the case studies within the context of far-right mobilisations in Germany and describes the challenges of developing the syllabus and the teaching strategies. It concludes with data from a survey amongst students who attended the courses on the perception and emotional reaction towards the far-right showing that students are affected and potentially frustrated given the current success of the far-right but also see the need for counter action.
- Published
- 2023
- Full Text
- View/download PDF
21. The Impact of Experiential Learning and the Use of Digital Platforms on Global Virtual Teams' Motivation
- Author
-
Emil Velinov and Juergen Bleicher
- Abstract
This paper sheds light on the impact of the digital platforms' enhancement and usage of latest synchronous and asynchronous teaching-learning platforms through a global virtual project involving business schools across five countries. The study focuses on how technology involved in the learning-teaching process at different business schools has affected the commitment of undergraduates and graduates in the post-COVID era. Furthermore, the paper discusses how the global virtual teams of students has increased their motivation in their studies. The paper is based on a blended learning international collaboration (BLIC) project involving 150 students participating in global virtual collaboration via different digital platforms in classes on International Management and International Business. The study results show, that with computer-supported collaborative learning, students across all involved business schools have been highly committed and motivated in conducting their assignments. The paper shows that the enhancement and utilization of digital platforms in face-to-face and online classes in International Business and International Management, within this virtual collaboration, has provided the students with new knowledge and has held motivation high throughout the project.
- Published
- 2023
- Full Text
- View/download PDF
22. Learner-Centred Learning Tasks in Higher Education: A Study on Perception among Students
- Author
-
Li, Junmin
- Abstract
Universities face the challenge of constantly improving the quality of higher education and changing the learning behaviour of students, from passive reactive learning to active self-regulated learning. Learner-centred, constructively designed learning tasks offer a great opportunity here. This paper investigates to what extent the learning process is challenged by these learning tasks, and how these tasks are perceived by the students, using a before and after survey of students studying at bachelor level in business courses at a German university. The paper starts with a short description of constructivism in the context of task design and the main characteristics of learner-centred, constructivist-orientated learning tasks: openness to problems, situation orientation, openness to solution paths, and degree of difficulty. Then the research method used is outlined before the findings are presented. The before and after survey shows that despite an increased complexity and workload, the motivation to deal with topics on the subject remained stable.
- 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
-
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. The Impact of COVID-19 on U.S. College Students, and How Educators Should Respond
- Author
-
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
25. Dimensions of Fit for Doctoral Candidates: Supporting an Academic Identity
- Author
-
Douglas, Alaster Scott
- Abstract
With an expectation that different doctoral programmes may encourage and support different student learning identities, this paper compares the experiences of doctoral candidates participating in doctoral studies in England and Germany. A comparison of the experiences of doctoral candidates as expressed through interviews is viewed through the lens of the theory of fit. This theory considers the alignment of values between those engaged in PhD study and the programmes created to support them. The paper claims that the identification of dimensions of fit is helpful for considering the data generated on the learning experiences and self-expressed identities of the doctoral candidates. Addressing how dimensions in relation to culture, environment and vocation change and strengthen or loosen the alignment between doctoral candidates' values and those affecting their doctoral work are important for supporting progress. These dimensions should be discussed in order to develop supervisory, programme and university support for doctoral learning.
- Published
- 2022
- Full Text
- View/download PDF
26. Turkish Background Families Live in Germany and Education: In Term of Families, Students, Teachers
- Author
-
Eskici, Menekse
- Abstract
The aim of this research is to determine the problems, supports and suggestions for families of Turkish background living in Germany about their children's education. It is also intended to determine opinions of Turkish background students living in Germany and Turkish background teachers working in Germany about Turkish background families' parents' role. Phenomenology, which is one of the qualitative research methods, was used in this research. This research was carried out on 23 parents, 12 students and 6 teachers living in Germany with Turkish background to reveal the participants' thinking about the research subject interviewed with participants. The data were obtained using semi-structured interview forms were prepared by researcher. A content analysis technique was used for the resolve of the data. In the light of the results language problems, cultural differences and conflicts, assimilations, prejudices of teachers towards Turkish students are mainly problems in education. Participants specified some suggestions such as, school parents' cooperation should be developed, mother tongue teaching should be considered, and inclusion should be used instead of assimilation. According to results, it can be said that new generation are more conscious and liable about their children's education than old generation of Turkish background families living in Germany. [This paper was presented as abstract at the 9th World Conference on Educational Sciences in Nice, February 13, 2017.]
- Published
- 2019
27. Learning Related Device Usage of German and Indian Students
- Author
-
Griesbaum, Joachim, Thadathil, Tessy, and März, Sophie
- Abstract
This paper investigates learning related device usage of German and Indian students. For that purpose, an exploratory survey of students at the University of Hildesheim and the Symbiosis College of Arts and Commerce in Pune is executed. The aim of the research is to uncover basic patterns of overall device usage, studying behavior, employment of learning tools and assessment of e-learning. Collected data deliver a broad picture on students' needs with regard to e-learning support. Results show, students from Pune are engaged in e-learning more frequently than students from Hildesheim. For students from India, smartphones are the most important learning devices. For German students, laptops are more important. Although both groups are experienced in e-learning, the Indian students employ a wider range of resources. In addition, Indian students communicate more often with their peers and instructors via computer mediated communication channels than the Germans. Whereas German students talk about content related and organizational aspects of learning, Indians focus on content related topics when communicating with peers and instructors. [For the full proceedings, see ED621557.]
- Published
- 2019
28. Enhancing Intercultural Competence of Engineering Students via GVT (Global Virtual Teams)-Based Virtual Exchanges: An International Collaborative Course in Intralogistics Education
- Author
-
Wang, Rui, Rechl, Friederike, Bigontina, Sonja, Fang, Dianjun, Günthner, Willibald A., and Fottner, Johannes
- Abstract
In order to enhance the intercultural competence of engineering students, an international collaborative course in intralogistics education was initiated and realized between the Technical University of Munich in Germany and the Tongji University in China. In this course, students worked in global virtual teams (GVTs) and solved a concrete case study in the field of intralogistics in a virtual setting via modern communication tools. This paper introduced the course in detail and reported lessons learned from conducting the course and student feedback. The findings of this study suggested that teaching using GVT-based virtual exchange is effective in improving intercultural competence of engineering students. [For the complete proceedings, see ED579335.]
- Published
- 2017
29. Education for Sustainable Development with Transdisciplinary-Oriented Courses -- Experiences and Recommendations for Future Collaborations in Higher Education Teaching
- Author
-
Hilger, Annaliesa and Keil, Andreas
- Abstract
The paper investigates how teacher trainees in higher education geography and external, non-scientific partners perceive and experience collaborations in an active teaching and learning approach. Such formats are recommended in education for sustainable development (ESD) but are likely to be challenging experiences for all actors involved. The study analysed two transdisciplinary-oriented courses, where future teachers in geography and primary social and science education collaborated with civil society partners. Semi-structured interviews were conducted with 24 students and partners; course evaluations complemented the database. The analysis identified several approaches to collaboration and aspects that either led to intensive collaboration or challenged its transdisciplinary character. Furthermore, the study revealed the interdependencies between the external partners' expectations, their motives and the perceived effects of the collaborations. The partners anticipated a wide range of expectations, some of which went beyond what the students could reasonably deliver. Our analysis also showed that the collaborations enabled students to learn, experience and reflect on an active teaching and learning approach to ESD. We conclude that transdisciplinary-oriented courses can oscillate along the spectrum between "nice try" and "valuable initiative". The paper ends with recommendations for shaping and delivering transdisciplinary-oriented courses effectively.
- Published
- 2022
- Full Text
- View/download PDF
30. 'I Think It's Boring if You Now Only Speak English': Enhancing Learner Investment in EFL Learning through the Use of Plurilingual Tasks
- Author
-
Cutrim Schmid, Euline
- Abstract
Purpose: This paper presents findings of a classroom-based research project that investigated the use of plurilingual tasks in the English as a foreign language (EFL) teaching context. The project aimed at examining: (1) the impact of the use of plurilingual tasks on language learning processes and learners' identity construction; and (2) the pedagogical gaps that need to be addressed in language teacher education. This paper focuses specifically on the first research question. Design/methodology: The project was carried out in the form of five case studies conducted in four primary schools and one secondary school in Germany. Research data were collected via a variety of ethnographic research instruments namely classroom observations and field notes, video recording of school lessons, in-depth interviews with teachers, teachers' reflective journals, anonymous questionnaires, and learner focus group interviews. Research findings: Drawing upon Darvin and Norton's (2015) concept of investment, the paper discusses research findings indicating that the use of plurilingual tasks had a positive impact on the EFL learners' investment in language learning activities. Originality/Value: The main implication that can be drawn from the findings is that the effective integration of plurilingual-inspired pedagogies in the foreign language classroom does not involve necessarily a drastic reformulation of learning goals and teaching procedures, but mainly a change in teachers' attitudes towards plurilingualism in the classroom.
- Published
- 2022
- Full Text
- View/download PDF
31. Towards a European Framework for Community Engagement in Higher Education -- A Case Study Analysis of European Universities
- Author
-
O'Brien, Emma, Culum Ilic, Bojana, Veidemane, Anete, Dusi, Davide, Farnell, Thomas, and Šcukanec Schmidt, Ninoslav
- Abstract
Purpose: This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context. Design/methodology/approach: The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities. Findings: The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement. Originality/value: Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.
- Published
- 2022
- Full Text
- View/download PDF
32. The Role of Universities in Modern Society
- Author
-
Moscardini, A. O., Strachan, R., and Vlasova, T.
- Abstract
This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.
- Published
- 2022
- Full Text
- View/download PDF
33. Analysis of Innovative Methods' Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists' Professional Competencies
- Author
-
Belyaeva, Irina G., Samorodova, Ekaterina A., Voron, Olga V., and Zakirova, Elena S.
- Abstract
One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors' interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars' scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students' opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers' opinion, the most effective methods are discussion, ICT, and round table. The "dilemma" method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students' knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students' ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents' subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.
- Published
- 2019
34. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Porto, Portugal, July 16-19, 2019)
- Author
-
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
35. Lifelong Learning at Universities: Future Perspectives for Teaching and Learning
- Author
-
Cendon, Eva
- Abstract
This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focuses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students' perspectives of their development over the course of their studies; the second addressed teachers' perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.
- Published
- 2018
36. Proceedings of the International Conference on Educational Data Mining (EDM) (11th, Raleigh, North Carolina, July 16-20, 2018)
- Author
-
International Educational Data Mining Society, Boyer, Kristy Elizabeth, and Yudelson, Michael
- Abstract
The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37 accepted as short papers. This year's conference features three invited talks: Tiffany Barnes, Professor at North Carolina State University in Raleigh, North Carolina; Jodi Forlizzi, Geschke Director of the HCI Institute and Professor at Carnegie Mellon University; and Jim Larimore, Chief Officer of Center for Equity in Learning at ACT, Inc. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2018 conference supports a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. Three such papers are featured this year. The papers submitted to this track followed the "JEDM" peer review process. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2018 Industry Track received ten submissions of which six were accepted, a tangible improvement over last year, with only four submissions total, all of which were accepted. This expansion of the industry track represents an intentional goal to better connect industry researchers with the academic research community. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features 14 such presentations, more than double compared to the prior year. In addition to the main program, there are four workshops: (1) Educational Data Mining in Computer Science Education (CSEDM); (2) Proposal Policy & EDM: Norms, Risks, and Safeguards; (3) replicate.education: A Workshop on Large Scale Education Replication; and (4) Scientific Findings from the ASSISTments Longitudinal Data.
- Published
- 2018
37. Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning?
- Author
-
Davie, Neil and Hilber, Tobias
- Abstract
Repeated surveys have shown that all students at our university have smartphones and use them regularly both at home and in the university. Excessive regular use of anything, including digital devices, can lead to addiction which has promoted researchers to classify and label smartphone addiction as "nomophobia". Using a self-assessment survey developed at Iowa State University this papers evaluates whether nomophobia is a problem at the institution and to what extent. A non-representative sample of 104 students showed that a small minority (<3%) could be classified as having severe nomophobia and almost 40% as moderately nomophobic. The remaining students were classed as mildly nomophobic with absolutely zero students being categorized as not nomophobic. This creates a potential risk for any teacher-led activities, such as mobile learning, which encourage further use of mobile devices. It is therefore recommended that this situation be monitored and that the issue of nomophobia be included in future programs teaching digital literacy. Further research using qualitative methods is recommended to gain more accurate data and a deeper insight into how students are using their smartphones and how aware they are of the dangers of nomophobia. [For the complete proceedings, see ED579190.]
- Published
- 2017
38. Mobile Device Usage in Higher Education
- Author
-
Delcker, Jan, Honal, Andrea, and Ifenthaler, Dirk
- Abstract
This paper focuses on mobile device usage of students in higher education. While more and more students embrace mobile devices in their daily life, institutions attempt to profit from those devices for educational purposes. It is therefore crucial for institutional development to identify students' needs and how mobile devices may facilitate these needs. This longitudinal study with N = 172 students compares the use of e-Readers and tablets for learning at a higher education institution. While e-Readers offer inexpensive solutions for reading texts, tablets provide a much wider range of applications, such as communicating with other students, accessing learning management systems, or conducting research online. Findings indicate that students evaluate tablets as a more useful device for learning. Interestingly, students using tablets also start to include more and more mobile learning technologies into their learning strategies. [For full proceedings, see ED571332.]
- Published
- 2016
39. Game-Based Learning Apps in Engineering Education: Requirements, Design and Reception among Students
- Author
-
Jacobs, Eva, Garbrecht, Oliver, Kneer, Reinhold, and Rohlfs, Wilko
- Abstract
There is a lack of research on how game-based learning apps should be designed for engineering education. This paper addresses two research questions: What do engineering students expect from a learning app? Which educational approach and learning app design can meet these requirements? A survey revealed the particular demands of engineering students when using learning apps. They prefer apps that promote transfer of learning. They value a diversified game environment that leaves room for self-determined decisions. They want to use learning apps during five-minute breaks or on-the-go. Social interaction is only of minor importance. Concrete design and content guidelines are derived. Perceptual learning is an appropriate educational approach to meet the requirements. Two universally applicable task types for engineering education are discussed. A case study was conducted to investigate their use in practice. Following the guidelines, an app for heat-and-mass-transfer was generated and its impact on teaching was evaluated. Students considered that their requirements were met. This is reflected in the usage statistics: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game almost tripled. Apps that follow the guidelines have the potential to become well-accepted learning tools.
- Published
- 2023
- Full Text
- View/download PDF
40. Cultural Values and Prospective Teachers' Beliefs about Success in Mathematics and in Its Teaching
- Author
-
Eichler, Andreas, Ferretti, Federica, and Maffia, Andrea
- Abstract
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.
- Published
- 2023
- Full Text
- View/download PDF
41. The Gross Anatomy Course: SARS-CoV-2 Pandemic-Related Effects on Students' Learning, Interest in Peer-Teaching, and Students' Perception of Its Importance
- Author
-
Messerer, David Alexander Christian, Behr, Jonathan Lukas, Kraft, Sophie Felice, Schön, Michael, Horneffer, Astrid, Kühl, Susanne Julia, Benedikt Seifert, Lukas, Huber-Lang, Markus, Böckers, Tobias Maria, and Böckers, Anja
- Abstract
The COVID-19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in-person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID-19-associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer-teacher of the course. Using paper-based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID-19 (pre-COVID-19: 5.3 ± 0.9, during-COVID-19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre-COVID-19: 4.2 ± 0.6, during-COVID-19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer-teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID-19, students appreciate the offered teaching and highly valued the gross anatomy course.
- Published
- 2023
- Full Text
- View/download PDF
42. A Mixed-Methods Approach to Analysing Interdependencies and Predictors of Pre-Service Teachers' Beliefs about Multilingualism
- Author
-
Schroedler, Tobias, Rosner-Blumenthal, Hannah, and Böning, Caroline
- Abstract
This paper presents findings from a pre-post study on pre-service teachers' beliefs about multilingualism and language use. A full cohort of pre-service middle school teachers in Germany (n = 259) was surveyed before and after completing a compulsory module on multilingualism using a validated instrument that captures participants' beliefs about (a) multilingual language use in the home, (b) multilingual language use in the classroom, and (c) teacher responsibility for language support in teaching and learning. While mean average scores of the respondents' beliefs are not as high as in comparable studies, the results show a significant increase between the pre- and post-test. Multivariate statistics are employed to explore different dimensions of beliefs improvement as well as predictors of positive beliefs. With a critical view about the Likert-scale type items, the quantitative dataset was expanded by structured interviews with five participants. The results of qualitative content analyses of these interviews make it possible to show different facets of the survey's constructs of beliefs as well as individual backgrounds making them explainable, and thus help to gain a more nuanced picture of the respondents' beliefs.
- Published
- 2023
- Full Text
- View/download PDF
43. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching
- Author
-
Rosman, Tom, Mayer, Anne-Kathrin, and Krampen, Günter
- Abstract
Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information literacy: a positive relationship between intelligence and information literacy is only expected for students with a high academic self-concept. It is expected that this moderator effect is mediated by students' effort: Whenever students recognise their actual deficits or strengths, they will invest more effort than if they are over- or under-confident. Method: Data were gathered in a quantitative field study with 137 psychology freshmen from the University of Trier, Germany. Measures included a standardised information literacy test, Raven's Advanced Progressive Matrices test for fluid intelligence as well as standardised measures for students' academic self-concept and work avoidance tendencies. Analysis: Data was analysed through multiple regression analysis and tests for mediated moderation. Results. With regard to the hypothesised interaction effect, it was confirmed that a positive relation between intelligence and information literacy solely exists for students with a high academic self-concept. A high academic self-concept may even be detrimental for information literacy when paired with a low intelligence. These effects were partially mediated by students' tendency for work avoidance. Conclusions: Our findings corroborate that adequate self-perceptions of academic abilities are a basic requirement for information-seeking skills. Hence, we emphasise a need for ability-tailored information literacy training paired with performance feedback to foster realistic self-perceptions. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic34.]
- Published
- 2015
44. Molecular Orbital Theory--Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course
- Author
-
Hauck, David Johannes and Melle, Insa
- Abstract
Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students' feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.
- Published
- 2021
45. Learning How to Engage with Another's Point of View by Intercultural, Interdisciplinary and Transdisciplinary Collaborations
- Author
-
Buchmüller, Sandra, Malhotra, Sugandh, and Bath, Corinna
- Abstract
The paper argues that the different dimensions of collaboration - intercultural, interdisciplinary, and transdisciplinary--contribute to mutual understanding and empathy. Their intersection fosters self-reflection and reveals shortcomings, blind spots, and prejudices about other cultures, disciplines, and social groups. The course aimed to overcome technology-driven design practices that tend to (re)produce stereotypes or social exclusions--often unconsciously. To make students aware of such problems, we introduced them to Feminist Science and Technology Studies, which show how dimensions such as age, class, and gender affect socio-technological participation. Moreover, we introduced user-centered and participatory design methods (contextual interviews, scenario-based design, design forecasting) that the teams had to adapt to pandemic conditions to conduct participatory research and propose design scenarios. The empirical course evaluation by the students indicates that the pedagogical concept, which we conceptualized as an extended version of a 'Third Space', allowed for intercultural, interdisciplinary, and transdisciplinary learning experiences and improved collective student and team performance, transcending culturally- and disciplinary-specific situatedness. In our analysis, we reflect on the power of the different forms of collaborations and their contribution to teaching future researchers, designers, and engineers how to engage with another's point of view. We consider this ability a prerequisite for acting responsibly in a globalized digital world. Results from the study are contextualized in current debates on internationalization and digitalization in the educational sciences and translated into recommendations for practitioners. [The page range (89-111) cited on the .pdf is incorrect. The correct page range is p89-108.]
- Published
- 2021
46. Team New Zealand-Sweden-Germany: A Joint Venture Exploring Language Learning in Digital Spaces
- Author
-
Leier, Vera and Gruber, Alice
- Abstract
This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: "How do students interact and communicate digitally / using social networking in educational contexts and beyond?" and "How do students use online tools, devices and applications, for information retrieval and learning?" The results provide a rationale for why students' everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.
- Published
- 2021
47. Social Inclusion of German Students Who Complete an Academic Stay Abroad
- Author
-
Resch, Katharina, Nusser, Lena, and Schwab, Susanne
- Abstract
More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu's theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.
- Published
- 2021
48. Enhancing Study Abroad: Interventions for Greater Language Proficiency and Intercultural Development
- Author
-
Erickson, Lars, Berka, Sigrid, Hu, Xiaoyan, and Castro, Zoila
- Abstract
This paper describes an experiential education course designed to enhance student learning while abroad. Studies have shown that students studying abroad need specific interventions in order to profit fully from the immersive experience. The article describes a sequence of task-based interventions designed to prompt students to engage with the host language and culture. A description and rationale for each assignment explains how the tasks target language functions and intercultural development. The language functions relate to ACTFL's proficiency scale. The intercultural development process relates to Bennett and Hammer's Intercultural Development Continuum model (Bennett, 1986; Hammer, 2012). The students involved participated in the five-year dual bachelor's degree International Engineering Program at the University of Rhode Island and spent a year abroad in China, France, Germany, Chile, or Spain, studying for six months and then interning for six months. Discussion of student work shows the extent to which the tasks elicited interaction with the host culture and reflection on the experience. Results show that the interventions result in greater student engagement with the host culture and greater reflection on the impact of the overseas experience on their linguistic and cultural competency development.
- Published
- 2020
49. Smartwatches as a Learning Tool: A Survey of Student Attitudes
- Author
-
Davie, Neil and Hilber, Tobias
- Abstract
Both teachers and students of language learning are keen to make use of new technologies to enhance their learning. At the latest, the launch of the Apple Watch has made the general public aware of the smartwatch and the possibilities, at least according to the marketing hype, that these wearable computers offer. The sales of smartwatches are predicted to increase rapidly in the next years and many of the adopters of this technology will undoubtedly be students or teachers. Based on a non-representative sample of higher education students this paper explores student attitudes towards the use of smartwatches as learning tools. It also offers a new definition of a smartwatch and provides an overview of the types of educational smartwatch apps already available. The analysis of the questionnaires show that both smartwatch owners and non-owners are not overly convinced that smartwatches can be used for educational purposes. As the questionnaire was purely quantitative it is however impossible to discuss how the participants have so far experienced smartwatches, if at all. A further study using qualitative methods is therefore recommended to provide further insight into how and why students are using smartwatches, if at all, to aid with their studies. The predicted growth in smartwatch ownership means it would be prudent to examine the possibilities offered by these devices whilst their use can still be shaped by educators. [For the full proceedings, see ED571335.]
- Published
- 2016
50. Combining Formal and Informal Learning: The Use of an Application to Enhance Information Gathering and Sharing Competence in a Foreign Language
- Author
-
Sato, Yukiko, Rachmawan, Irene Erlyn Wina, Brückner, Stefan, Waragai, Ikumi, and Kiyoki, Yasushi
- Abstract
This study aims to enhance foreign language learners' language competence by integrating formal and informal learning environments and considers how they can improve their grammatical and lexical skills through the gathering (comprehension) and sharing (writing) of information in the foreign language. Experiments with German learners at a Japanese university preparing to study in Germany were conducted. An application to archive newspaper articles was created, indexing current German coverage. A worksheet was provided, where learners were asked to select, read, and summarize articles via the application. Feedback was given to their summary. Participants were divided into two groups, learners that studied only in an informal setting, and those that were also instructed in a formal setting. Interviews were conducted with the participants in order to evaluate how the activities affected their language skills. Results showed that the practice affected their reading methods and heightened their motivation for further language learning in general. Students participating in activities in and outside the classroom showed improvements in their lexical knowledge, and better understanding of subtle nuances in written texts, which positively affected their writing skills and their speaking ability. [For the complete volume, see ED578177.]
- Published
- 2017
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.