4,008 results
Search Results
2. How Economic and Political Pressures Are Re-Shaping China's Higher Education System: A Neo-Nationalism and University Brief. Research & Occasional Paper Series: CSHE.15.2023
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Karin Fischer
- Abstract
China's higher-education system has been shaped in recent years by a trio of factors: the COVID-19 pandemic, the ambitions of Chinese leader Xi Jinping to make his country into an innovation superpower that is loyal to the Communist Party, and western alarm about those ambitions. But a fourth development, the slowing of China's formerly super-charged economy, could play a more prominent role going forward. This article examines these four factors.
- Published
- 2023
3. Strengthening the Liberal Arts along the Pacific Rim: The Pacific Alliance of Liberal Arts Colleges (PALAC). Research & Occasional Paper Series: CSHE.2.2023
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan Edward, and Schneider, Thomas
- Abstract
While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world's most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.
- Published
- 2023
4. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)
- Author
-
Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2021
5. International Education in a World of New Geopolitics: A Comparative Study of US and Canada. Research & Occasional Paper Series: CSHE.5.2022
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Desai Trilokekar, Roopa
- Abstract
This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.
- Published
- 2022
6. Science and Security: Strengthening US-China Research Networks through University Leadership. Research & Occasional Paper Series: CSHE.11.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Farnsworth, Brad
- Abstract
This paper describes the current criticisms of academic research collaboration between the US and China and proposes a university-led initiative to address those concerns. The article begins with the assertion that bilateral research collaboration has historically benefitted both countries, citing cooperation in virology as an example. The paper continues with a discussion of the criticisms leveled by several US government agencies against the Chinese government, especially with regard to the Thousand Talents Program (TTP). A close examination of publicly available appointment letters under the TTP suggests that Chinese universities are given wide discretion when it comes to defining the specific terms of scholarly collaboration. Along with additional supporting arguments, the paper concludes that the most significant violations of commonly accepted research norms are owing to the behavior of individual Chinese institutions and are not directed by the TTP or the Chinese national government. The paper then suggests several steps for addressing these issues at the university level, beginning with a convening of campus leaders from both countries.
- Published
- 2021
7. Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research & Occasional Paper Series: CSHE.10.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan E., and Douglass, John Aubrey
- Abstract
Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
- Published
- 2021
8. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
- Author
-
Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
- Published
- 2021
9. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
- Author
-
Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
- Published
- 2021
10. A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students
- Author
-
Su, Huanan and Ma, Fengyi
- Abstract
This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students' literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of contemporary Chinese college EFL students in the process of language learning. The strengthening of literacy training is one of the key measures to improve the comprehensive level of literacy of contemporary Chinese college EFL students in the process of their language learning. Theoretically, the future development of literacy theories and language learning among contemporary Chinese college EFL students is bound to closely connect with the new theory of multiliteracies and critical literacy in literacy development and the multiliteracies teaching methodology in language learning. Practically, the new theory of multiliteracies puts forward a series of hypotheses for school literacy education to cope with the drastic changes facing the world today. At the same time, the critical literacy theory is rooted in critical education theory, focusing on the important role of literacy in the formation of individual human values. Besides, the multiliteracies teaching methodology in language learning explores how to change traditional teaching methods, effectively using multimedia resources, and cultivating language learners' skills of multiliteracies.
- Published
- 2021
11. Reflections on the Use of SSCI Papers in Evaluating Social Sciences Research in Chinese Universities
- Author
-
Liu, Li, Xue, Huilin, and Li, Jing
- Abstract
Purpose: This review demonstrates how to position Social Sciences Citation Index (SSCI) papers reasonably in order to promote the reform and development of the system for evaluating social sciences research (E-SSR) in China. Design/Approach/Methods: This review examines the contributions made by SSCI papers after such papers became a tool in the E-SSR system in Chinese universities, and the resultant issues. This review analyzes documents pertaining to the E-SSR systems of more than 50 world-class universities with consideration to the inherent characteristics and historical mission of social sciences research in China. The findings serve as the basis from which to examine the future trends in the reform of the E-SSR system in Chinese universities. Findings: The application of SSCI papers as an E-SSR tool is not common in world-class universities. To date, the reform of the E-SSR system in Chinese universities has involved: (i) establishing a pluralistic evaluation mechanism, with equal importance placed on SSCI papers and other research achievements; (ii) emphasizing the need for caution in using SSCI papers as an E-SSR tool and instituting distinct treatments for various disciplines; (iii) reducing the importance attached to journal language and ranking, while emphasizing innovation quality and practical contributions; and (iv) establishing China's E-SSR standards in order to achieve an equilibrium between internationalization and localization. Originality/Value: This review argues that although SSCI papers constitute an indicator of E-SSR system, their importance must not be overstated. The main purpose of the E-SSR system is to facilitate the development of social sciences with a style and characteristics unique to China.
- Published
- 2020
- Full Text
- View/download PDF
12. 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
13. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 2
- 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 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]
- Published
- 2020
14. Mobile-Assisted or Paper-Based? The Influence of the Reading Medium on the Reading Comprehension of English as a Foreign Language
- Author
-
Yu, Jie, Zhou, Xing, Yang, Xiaoming, and Hu, Jie
- Abstract
The issues of whether mobile-assisted English as a foreign language (EFL) reading is effective have become increasingly important for EFL teachers and policy-makers. However, empirical studies investigating EFL students' reading comprehension performance on mobile phones and students' perceptions of these reading formats are lacking. The present research employed questionnaire surveys and semistructured interviews to investigate whether differences exist between mobile-assisted and paper-based EFL reading in terms of participants' reading comprehension accuracy, reading speed, and reading strategy used (i.e. general, problem-solving or support strategies) and explore EFL learners' perceptions of mobile-assisted EFL reading. A sample of 81 first-year college students participated in a quasiexperiment, 6 participants participated in a semistructured interview, and a sample of an additional 10 students participated in a pilot study. The analyses, including qualitative descriptions, mixed-design analysis of variance (ANOVA), paired-sample t-tests, and independent-sample t-tests, indicated that participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Superior reading speed from paper was observed only when participants were instructed to read and complete the comprehension test the first time, while no difference in speed between the two reading media was observed the second time. Additionally, participants' use of reading strategies during mobile-assisted EFL reading was not as effective as that during paper reading. Regarding participants' preferences, most participants (79%) preferred reading from paper over mobile phones because hard copies provided a better reading experience and promoted active reading engagement. However, participants held positive attitudes toward mobile-assisted EFL learning and wanted to continue to read from mobile phones to assist their foreign language learning due to their convenient built-in functions and portability. The implications for the use of mobile devices to assist language pedagogical practice are discussed.
- Published
- 2022
- Full Text
- View/download PDF
15. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2
- Author
-
Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]
- Published
- 2019
16. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
- Author
-
Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
- Published
- 2016
17. CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)
- Author
-
Research-publishing.net (France), Borthwick, Kate, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)
- Published
- 2017
18. Chinese Undergraduate EFL Learners' Perceptions of Plagiarism and Use of Citations in Course Papers
- Author
-
Liu, Meihua and Wu, Yong
- Abstract
Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners' perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author's opinions and/or findings, and acknowledge the author's ideas. These findings reveal a general overview of students' perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources.
- Published
- 2020
- Full Text
- View/download PDF
19. Comparison of Test Performance on Paper-Based Testing (PBT) and Computer-Based Testing (CBT) by English-Majored Undergraduate Students in China
- Author
-
Yu, Wenjing and Iwashita, Noriko
- Abstract
Computer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing mode impacted TEM 4 score and factors (i.e., computer familiarity level and attitude towards CBT) that might correlate with performance on CBT of TEM 4. Overall 92 Chinese undergraduate students were randomly assigned to one of the groups, i.e., CBT or paper-based testing (PBT), and took the test. A mixed method was employed, including (1) quantitative and qualitative analysis of test performance in two modes, as well as CBT group participants' computer familiarity and attitudes towards the mode; and (2) thematic analysis of semi-structured interviews. The results revealed that (1) test scores in CBT and PBT were comparable; (2) two items in the computer familiarity questionnaire, i.e., comfort level of reading articles on the computer and forgetting time when using computers, positively correlated with CBT scores; and (3) participants' attitude towards CBT did not impact test performance.
- Published
- 2021
- Full Text
- View/download PDF
20. Poetry as Embodied Self-Assessment for Visual Art Learning. Assessment White Papers for Art Education. Section V: Visual Arts Assessments--Case Studies from the Classroom and Beyond. Assessment White Papers for Art Education
- Author
-
National Art Education Association and Hu, Jun
- Abstract
Self-assessment is crucial to visual art learning. Firstly, because the art experience is personalized, any external assessment is insufficient and deficient; secondly, because an individual's creativity is inexhaustible, any acquired criteria of assessment are too static for an open-ended process that is multidirectional and with infinite possibilities. During a recent curriculum reform, Jun Hu applied poetry as a means of self-assessment and realized that it activates embodied aesthetics through metaphors. Proposing that poetry can make complex thinking sensible and holistic, Hu uses six Chinese couplets for assessment purposes and indicates six steps for art learning that were developed during a field trip course that is part of the art teacher training program with undergraduate students at Hangzhou Normal University (HNU), China. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's (NAEA) membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.
- Published
- 2020
21. China: A Follower or Leader in Global Higher Education? Research & Occasional Paper Series: CSHE.1.16
- Author
-
University of California, Berkeley. Center for Studies in Higher Education, van der Wende, Marijk, and Zhu, Jiabin
- Abstract
This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country's policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China's role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in higher education, i.e. in creating global public goods, such as knowledge and educational opportunity? It seems that China's higher education focus is shifting, widening, and diversifying. It is seeking a leading role along its New Silk Roads, primarily in its neighboring region, but potentially reaching out into Europe. This is in line with its renewed economic policy, aimed at innovating its large-scale manufacturing sector and reducing regional inequalities. A more diversified higher education system should come along to support this. At the same time, China is still an important basis for talent recruitment by the US and Europe. China's higher education sector is thus becoming more complex and will require a next level of strategic management, facilitated by new governance models which allow institutions to seize their opportunities, while guiding the country as a whole towards a "World-Class System."
- Published
- 2016
22. Multi-Index and Hierarchical Comprehensive Evaluation System for Training Quality of Science and Engineering Postgraduates
- Author
-
Duan, Peitong, Niu, Huijun, Xiang, Jiawen, and Han, Caiqin
- Abstract
It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.
- Published
- 2022
23. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
- Abstract
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
- Published
- 2019
- Full Text
- View/download PDF
24. Sino-American Joint Partnerships: Why Some Succeed and Others Fail. Research & Occasional Paper Series: CSHE.1.14
- Author
-
University of California, Berkeley. Center for Studies in Higher Education, Julius, Daniel J., and Leventhal, Mitch
- Abstract
This article examines institutional and demographic variables associated with successful joint partnerships between US and Chinese institutions of higher education. Understanding those variables requires an appreciation of overarching issues or catalysts bringing both nations together and, as well, how postsecondary environments differ and the implications of such differences for success. The authors do not assume complete alignment in the interests promoting cooperation between the U. S. and China, but a convergence of mutual interests. The paper discusses different operational realities leading to partnerships between smaller private and larger public institutions and the authors identify factors (forces promoting cooperation, need for alignment in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long term agreements. Although it may sound trite, this paper argues an essential ingredient for success is leadership, but not in the traditional sense of the word as it is often used in academic environments. Leadership in this context entails using power and influence to change the status quo and assign resources to new ventures. The essay further argues that absent faculty support (which goes hand in hand with resources for faculty), partnerships will not flourish. Finally, the role of an "internal advocate" i.e., one who has the requisite organizational authority and stature, who can overcome organizational inertia, petty territorial jealousies and legitimize international cooperation using, in the best and fullest sense of the word, the "support" of the President or Chancellor, and sometimes the governing board, is fundamental to success. Bibliographic sources are provided.
- Published
- 2014
25. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
- Author
-
University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
- Abstract
The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
- Published
- 2019
26. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
- Published
- 2013
27. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 2
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]
- Published
- 2013
28. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 1
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]
- Published
- 2012
29. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 2
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]
- Published
- 2012
30. The Design and Development of a Semi-Auto Computer Generated Testing Paper System--A Case Study in the School of Continuing Education at China University of Geosciences
- Author
-
Yang, Juan, Han, Xibin, and Zhou, Qian
- Abstract
With the rapidly increasing entrance examinations for the School of Continuing education of CUGB, there is an urgent need of the examination papers that have the parallel testing ability for the same academic program. Based on the analysis of parallel factors and the comparison of the manual generated mode and the computer generated mode, the most time-consuming and experience-consuming steps are found. By providing supports to those steps automatically, a semi-auto computer generated testing paper system was designed and developed for reducing the workload of the experienced faculties to generate testing papers. The papers were generated based on a gradually constructed item-bank. The system offered multiple templates of the testing paper structure plan for assisting semi-auto paper generated procedure and guaranteeing the parallel of the generated papers. In order to construct an item-bank in a short time, an easy-to-use authoring tool with powerful functions was designed and developed. The system supported the spring entrance examination of SCECUGB in 2010 successfully. Faculties gave positive feedback toward the system. (Contains 8 figures and 4 tables.)
- Published
- 2011
31. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
- Author
-
Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
- Abstract
Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
- Published
- 2010
32. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 2
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]
- Published
- 2010
33. Organizational Diversity in Chinese Private Higher Education. PROPHE Working Paper Series. WP No. 17
- Author
-
Program for Research on Private Higher Education, Cai, Yuzhuo, and Yan, Fengqiao
- Abstract
Organizational diversity has been empirically proved as a prevailing phenomenon in the global expansion of private higher education. Chinese private higher education, which surged as a response to supplement public education provision and absorb demands in the education market, demonstrates different organizational forms and operational models. While there is ample evidence about variations in private higher education, there is a lack of theoretical accounts for the diversity. This article tries to provide a theoretical understanding of organizational diversity in Chinese private higher education through a revised lens of institutionalism. It discovers a number of conditions leading to diversification of private higher education in China, such as the short history as an organizational field, lack of firm or extensive legal and normative framework, severe inter-organizational competition, decentralized system and variations of economies and policies among provinces, higher institutional autonomy, as well as hierarchy and business nature. At the same time, the paper finds isomorphic tendencies due to private institutions' imitation of programs from their public counterparts and inter-organizational imitation within the private sector, arising from shared values among teachers and increasing governmental regulation on private higher education. (Contains 1 table.)
- Published
- 2011
34. The Global Competition for Talent: The Rapidly Changing Market for International Students and the Need for a Strategic Approach in the US. Research & Occasional Paper Series. CSHE.8.09
- Author
-
University of California, Berkeley, Center for Studies in Higher Education, Douglass, John Aubrey, and Edelstein, Richard
- Abstract
There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)
- Published
- 2009
35. ICCE/ICCAI 2000 Full & Short Papers (Globalization vs. Localization).
- Abstract
This document contains two papers on globalization versus localization from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). The first paper, "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li), examines techniques that may be used to motivate and support computer science learning, focusing on implications for Asia and particularly for mainland China. The second paper, "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S.C. Leh, Mei-Yan Lu, and Mei-Yau Shih), presents the perspectives of four panelists (four female Asian faculty members) on how the instructional technology field has influenced current faculty development, corporate training, in-service teacher education, and pre-service teacher education. (MES)
- Published
- 2000
36. Higher Education in China: Consulting for the Asian Development Bank on Higher Education Reform. ASHE Annual Meeting Paper.
- Author
-
Mauch, James
- Abstract
This paper examines the relationship of the Chinese National Academy of Educational Administration, the Asian Development Bank, and a consulting U.S. university in a project to provide technical assistance for senior Chinese university administrators in management training and modernization of facilities. Although the higher education component in China is relatively small, the central government expects it to play a key role in social and economic development. The government also wants to decentralize university administration and reduce its share of the financial burden, but at the same time not lose complete control. Sections of the paper discuss the development of Chinese higher education, sources of funding for higher education, private higher education, the need to decentralize the administrative structure, and issues of efficiency, effectiveness, and expansion. Issues addressed include free education in China losing out to market forces; a growing disparity between rich and poor; increasing demand for higher education as a result of the growth of secondary education; and the need for legal codes on which to base policies and protect the rights of institutions, their administrators, faculty, and students. (Contains 25 references.) (RH)
- Published
- 1999
37. The Trajectory of Chinese Doctoral Education and Scientific Research. Center Research & Occasional Paper Series: CSHE.12.07
- Author
-
University of California, Berkeley, Center for Studies in Higher Education and Ma, Wanhua
- Abstract
Dramatic enrollment expansion at the undergraduate level and institutional diversification are characteristics frequently used to describe major trends in China's massive higher education system. A less understood phenomenon is the relatively new and rapid establishment of graduate level programs that have implications for national economic development. As described in this study, beginning in the early 1980s, the Chinese government launched the first of a number of reforms meant to encourage the development of graduate programs and to change the face of China's higher education system. These programs were a substantial success. The quick development of the Ph.D. programs and the increasing number of students are part of a larger effort by the national government to increase China's national economic competitiveness and to both retain talent and attract Chinese nationals with graduate degrees to return to a robust economy with growing universities and research centers. At the same time, Chinese graduate education is still developing, and it faces many challenges. There is a need to both increase enrollment and to significantly improve the quality of its faculty and academic programs, with a focus on increasing the ability of students to pursue both scientific research and their knowledge of other nations and cultures. (Contains 4 tables and 13 footnotes.)
- Published
- 2007
38. Just above the Exam Cutoff Score: Elite College Admission and Wages in China. Working Paper 28450
- Author
-
National Bureau of Economic Research, Jia, Ruixue, and Li, Hongbin
- Abstract
A burgeoning literature has documented the importance of elite colleges. Yet, little is known about access to elite education and its labor market implications in China, a country that produces one in every five college graduates in the world. College admission in China is governed by a single exam--the national college entrance exam, and the government sets admission cutoff scores for elite colleges. We examine the impacts of scoring above the elite-tier cutoff on a student's access to elite colleges and wage outcomes after graduation, using the discontinuity around the cutoff score. By employing hand-collected survey data, we find that scoring above the cutoff not only increases the chance of entering an elite college but also raises a young person's first-job wages after graduation. We also find that those just above the cutoff have peers with higher scores and better social networks than those below the cutoff, but it is less clear whether the two groups use their time differently in college.
- Published
- 2021
39. ICCE/ICCAI 2000 Full & Short Papers (Special Education).
- Abstract
This document contains the following full and short papers on special education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Automated Quantitative Extraction Method of Aesthetic Impression from Color Images Using the Tone in the HLS Muncell Color Space" (Toshinori Yamasaki, Tetsuo Hattori, and Yukihiro Matsubara); (2) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (3) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); and (4) "The Effectiveness of Integrating Adaptive Computer Device and Stimulus Fading Strategy on Word-Recognition for Students with Moderate Mental Retardation" (Ming-Chung Chen, Tien-Yu Li, Hwa-Pey Wang, and Kou-Ping Yang). (MES)
- Published
- 2000
40. ICCE/ICCAI 2000 Full & Short Papers (Humanities and Learning Technology).
- Abstract
This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). (MES)
- Published
- 2000
41. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (25th, Dallas, Texas, 2002). Volume 1
- Author
-
Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]
- Published
- 2002
42. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (25th, Dallas, Texas, 2002). Volume 2
- Author
-
Association for Educational Communications and Technology, Washington, DC., Lamboy, Carmen, and Simonson, Michael
- Abstract
For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume 2 of the 25th Annual Proceedings of Selected Papers On the Practice of Educational Communications and Technology Presented at The National Convention of the Association for Educational Communications and Technology held in Dallas, Texas. This volume contains papers primarily dealing with instruction and training issues. Papers dealing with research and development are contained in the companion volume (25th Annual, Volume 1), which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures and tables.) [For Volume 1, see ED496300. For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]
- Published
- 2002
43. The Waning of America's Higher Education Advantage: International Competitors Are No Longer Number Two and Have Big Plans in the Global Economy. Research & Occasional Paper Series: CSHE.9.06
- Author
-
California Univ., Berkeley. Center for Studies in Higher Education. and Douglass, John Aubrey
- Abstract
The United States has long enjoyed being on the cutting edge in its devotion to building a vibrant higher education sector. After a century of leading the world in participation rates in higher education, however, there are strong indications that America's advantage is waning. The academic research enterprise remains relatively vibrant. However, participation and degree attainment rates have leveled off and are showing signs of actual decline in a number of major states with large populations--and this seems to be more than just a bump or short-term market correction. Other competitive nations, and in particular key members of the European Union, along with China, India and other developing economies, are aggressively nurturing their higher education systems, expanding access, and better positioning themselves in the global economy. They have been trying harder, while in the US public funding for higher education has declined. The nation's international and domestic concerns lie elsewhere. In addition to outlining these reasons that America's higher education advantage is waning, this article also discusses the possible consequences. (Contains 53 notes.)
- Published
- 2006
44. Exploring the Influence of Gender, Seniority and Specialty on Paper and Computer-Based Feedback Provision during Mini-CEX Assessments in a Busy Emergency Department
- Author
-
Chang, Yu-Che, Lee, Ching-Hsing, Chen, Chien-Kuang, Liao, Chien-Hung, Ng, Chip-Jin, Chen, Jih-Chang, and Chaou, Chung-Hsien
- Abstract
The mini-clinical evaluation exercise (mini-CEX) is a well-established method of assessing trainees' clinical competence in the workplace. In order to improve the quality of clinical learning, factors that influence the provision of feedback are worthy of further investigation. A retrospective data analysis of documented feedback provided by assessors using the mini-CEX in a busy emergency department (ED) was conducted. The assessors comprised emergency physicians (EPs) and trauma surgeons. The trainees were all postgraduate year one (PGY1) residents. The completion rate and word count for each of three feedback components (positive feedback, suggestions for development, and an agreed action plan) were recorded. Other variables included observation time, feedback time, the format used (paper versus computer-based), the seniority of the assessor, the gender of the assessor and the specialty of the assessor. The components of feedback provided by the assessors and the influence of these contextual and demographic factors were also analyzed. During a 26-month study period, 1101 mini-CEX assessments (from 273 PGY1 residents and 67 assessors) were collected. The overall completion rate for the feedback components was 85.3% (positive feedback), 54.8% (suggestions for development), and 29.5% (agreed action plan). In only 22.9% of the total mini-CEX assessments were all three aspects of feedback completed, and 7.4% contained no feedback. In the univariate analysis, the mini-CEX format, the seniority of the assessor and the specialty of the assessor were identified as influencing the completion of all three components of feedback. In the multivariate analysis, only the mini-CEX format and the seniority of the assessor were statistically significant. In a subgroup analysis, the feedback-facilitating effect of the computer-based format was uneven across junior and senior EPs. In addition, feedback provision showed a primacy effect: assessors tended to provide only the first or second feedback components in a busy ED setting. In summary, the authors explored the influence of gender, seniority and specialty on paper and computer-based feedback provision during mini-CEX assessments for PGY1 residency training in a busy ED. It was shown that junior assessors were more likely to provide all three aspects of written feedback in the mini-CEX than were senior assessors. The computer-based format facilitated the completion of feedback among EPs.
- Published
- 2017
- Full Text
- View/download PDF
45. A Comparative Study of U.S. Community Colleges and Counterpart Institutions in the Higher Education System of China. ASHE Annual Meeting Paper.
- Author
-
Kong, Xiangping and Gimmestad, Michael J.
- Abstract
This paper examines the development in China of junior colleges (JCs) and adult higher education institutions (HEIs) and compares them to their community college counterparts in the United States, focusing on what China can learn from the American experience. It notes that higher education in China has expanded rapidly in recent years, with the number of colleges and universities more than doubling between 1977 and 1995 and enrollment increasing by a factor of five. According to the Ninth Five-Plan for Educational Development and the Long Range Development Program Toward the Year 2010, enrollment is expected to increase from 2.57 million students in 1995 to 4.5 million in 2010. To accommodate the increase, the Chinese government does not plan to expand the number of institutions but rather have the JCs and HEIs expand their current scale of operations by increasing enrollment. It is recommended that the Chinese government establish specific policy guidelines for further developing JCs and HEIs, that educational leaders be granted more autonomy to operate their institutions, that JCs and HEIs consider more open admissions policies, articulate transfer arrangements between JCs and HEIs and four-year institutions, and ensure that JCs and HEIs are properly funded. (Contains 11 references.) (MDM)
- Published
- 1998
46. The New Institutionalism: Mismatches with Private Higher Education's Global Growth. PROPHE Working Paper Series. WP No. 3
- Author
-
Program for Research on Private Higher Education and Levy, Daniel C.
- Abstract
Spectacular contemporary growth in private higher education challenges the "new institutionalism" and its emphasis on "isomorphism." The growth brings great inter-organizational distinctiveness and is linked to technically rational competition. Findings about this growth and distinctiveness lead us to re-assess and revise tenets of the new institutionalism. Some tenets remain in tack in logic even as they miss on the empirical side, failing to anticipate salient tendencies such as the retreat of the state. The new institutionalism requires much less revision to help us understand the degree of isomorphism that does accompany private higher education growth. The findings come largely from analysis of three countries (Argentina, China, and Hungary), inter-sectoral differences, and organizational goals. They extend our view of variables such as subsectors, environment, and time. They cover both the coercive and non-coercive sides of the new institutionalism's isomorphism. And they encompass international as well as domestic tendencies. Private higher education growth is linked to widespread changes in political-economy. These changes often reduce the centrality of the state and its public institutions while opening up possibilities for alternative organizational goals and means to legitimacy. The findings on private higher education thus allow for speculation on how the new institutionalism can be modified and interpreted in many fields undergoing robust and multi-faceted privatization. (Contains 55 notes.)
- Published
- 2004
47. Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom
- Author
-
Robert Weekly and Andrew Pollard
- Abstract
The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.
- Published
- 2024
48. Peer Quality and the Academic Benefits to Attending Better Schools. NBER Working Paper No. 22337
- Author
-
National Bureau of Economic Research, Hoekstra, Mark, Mouganie, Pierre, and Wang, Yaojing
- Abstract
Despite strong demand for attending high schools with better peers, there is mixed evidence on whether doing so improves academic outcomes. We estimate the cognitive returns to high school quality using administrative data on a high-stakes college entrance exam in China. To overcome selection bias, we use a regression discontinuity design that compares applicants barely above and below high school admission thresholds. Results indicate that while peer quality improves significantly across all sets of admission cutoffs, the only increase in performance occurs from attending Tier I high schools. Further evidence suggests that the returns to high school quality are driven by teacher quality, rather than peer quality or class size. [The research conducted in this paper is covered under Texas A&M University IRB #2015-0208.]
- Published
- 2016
49. Interactive Teaching and the Multi Media Revolution: Case Method & Other Techniques. Selected Papers of the International Conference on Case Method Research & Application (15th, Marseille, France, July 9-13, 1998).
- Author
-
World Association for Case Method Research and Application, Needham, MA. and Klein, Hans E.
- Abstract
This volume contains conference papers in which representatives from case method-oriented organizations present ideas on interactive, interdisciplinary, intercultural, and international teaching and learning. Eight chapters include: (1) "Case Method Research and Evaluation" (e.g., cross-cultural case research and writing and teaching research by distance education and computer technology); (2) "Adult Learning across Disciplines around the World" (e.g., modeling team learning and preparing teachers for urban settings); (3) "Case Teaching across Disciplines around the World" (e.g., case writing and role playing exercises for teaching legal processes); (4) "Educational Leadership and Case Method Application" (e.g., role plays to teach marketing cases and grading case courses to foster collaborative learning); (5) "Interactive Simulations and Distance Education" (e.g., interactive multimedia simulations in management and computer simulation in symbolic logic classrooms); (6) "The Case Method and the Internet" (e.g., tools to train student teachers for diversity and teaching human rights online); (7) "Case Studies and Writing in Various International Settings" (e.g., collaboration in researching, writing, and publishing cases and a case writers' workshop); and (8) "Applications in the Disciplines" (e.g., meeting marketing challenges of nations in transition and a case approach to improve educational mission impact). (SM)
- Published
- 1999
50. L2 Chinese Language Teachers' Cross-Cultural Adaptation in Teaching Online Courses Using Videoconferencing Tools in a Foreign Country during the COVID-19 Pandemic: A Case Study
- Author
-
Fan, Yue, Cheng, Li, and Zhu, Zhu
- Abstract
This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [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
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.