Search results for: educational TV

Authors: Mohammad Abedi Sh. Khodamoradi

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The main aim of this research is to assess effective factors on citizens’ participations in plants clinics. Statistical society includes 153 citizens of region 15 of Tehran municipality, which in first six months of 2015 participated in educational classes held by Plant education center of Pardis and Pamchal Park located in region no.15. Sample size was calculated by Cochran formula and 10% was added to sample size in order to prevent probable problems and the final sample was n=124. Validity of questionnaire was calculated by professors of extension and education group in Oloom Tahghighat university of Tehran and reliability was 0.82 which was reported by editors. Data then was analyzed by SPSS software, and frequency table, comparing mean and correlation and regression also were assessed. Correlation was proved between age, type of activity and participation extent in plant clinics. Also participation would be increased in plant clinics due to positive and significant relation between educational factors and participation extent with improving educational factors. Moreover, there is inverse relation between literacy level and participation in level of 5%. Finally, regression analysis was used in order to predict each change which independent variable determines for dependent one.

Keywords: plants clinics, participations, Tehran, Iran

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Authors: Omer Shujat Bhatti, Afshan Huma

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Online educational system were considered a great opportunity for distance learning. In recent days of COVID19 pandemic, it enable the continuation of educational activities at all levels of education, from primary school to the top level universities. One of the key considered element in supporting the online educational system is video lectures. The current research explored the usefulness of the video lectures delivered to technical students of masters level with a focus on MSc Sustainable Environmental design students who have diverse backgrounds in the formal educational system. Hence they were unable to cope right away with the online system and faced communication and understanding issues in the lecture session due to internet and allied connectivity issues. Researcher used self prepared video lectures for respective subjects and provided them to the students using Youtube channel and subject based Whatsapp groups. Later, students were asked about the usefulness of the lectures towards a better understanding of the subject and an overall enhanced learning experience. More than 80% of the students appreciated the effort and requested it to be part of the overall system. Data collection was done using an online questionnaire which was prior briefed to the students with the purpose of research. It was concluded that video lectures should be considered an integral part of the lecture sessions and must be provided prior to the lecture session, ensuring a better quality of delivery. It was also recommended that the existing system must be upgraded to support the availability of these video lectures through the portal. Teachers training must be provided to help develop quality video content ensuring that is able to cover the content and courses taught.

Keywords: video lectures, online distance education, synchronous instruction, asynchronous communication

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Authors: Sisay Tamrat Ayalew

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This paper explores the concept of humanism as a guiding philosophy in education, specifically focusing on Ethiopian Higher Education Institutions (EHEIs). It highlights the perceived lack of humanistic elements within the educational system and the resulting intellectual and moral decay among students. The aim of this study is to critically reflect on the essence of humanism and its relevance to Ethiopian higher education. By examining the philosophy and practice of humanism, the paper seeks to evaluate the existing state of EHEIs in relation to this educational approach. The methodology employed in this research is qualitative. The study relies primarily on literature review and analysis of policy documents to gain insights into the subject matter. A hermeneutic approach is utilized to interpret the realities observed in various contexts. The key finding of this paper is that Ethiopian higher education institutions lack humanistic elements in their educational practices. This deficiency contributes to the overall moral and intellectual decay among students. The study accentuates that humanism is not merely an optional extra but an essential tool for creating a clean academic environment and fostering the holistic development of students.

Keywords: humanism, higher education, human dignity, intellectual decadence, moral sickness

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Authors: Abdelbasit Gadour

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This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources.

Keywords: psychologist, school, social workers, special education

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Authors: Amritpal Singh Nafria, Rohit Sharma, Md. Shami Ansari

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Up to now only five different equations of motion can be derived from velocity time graph without needing to know the normal and frictional forces acting at the point of contact. In this paper we obtained all possible requisite conditions to be considering an equation as an equation of motion. After that we classified equations of motion by considering two equations as fundamental kinematical equations of motion and other three as additional kinematical equations of motion. After deriving these five equations of motion, we examine the easiest way of solving a wide variety of useful numerical problems. At the end of the paper, we discussed the importance and educational benefits of classification of equations of motion.

Keywords: velocity-time graph, fundamental equations, additional equations, requisite conditions, importance and educational benefits

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Authors: Javier López

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This Paper presents the evaluation model designed for the virtual education branch of The “Universidad Manuela Beltrán, Bogotá-Colombia”. This was the result of a research, developed as a case study, which had three stages: Document review, observation, and a perception survey for teachers. In the present model, the evaluation is a cross-cutting issue to the educational process. Therefore, it consists in a group of actions and guidelines which lead to analyze the student’s learning process from the admission, during the academic training, and to the graduation. This model contributes to the evaluation components which might interest other educational institutions or might offer methodological guidance to consolidate an own model

Keywords: model, evaluation, virtual education, learning process

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Authors: Muqaddas Butt, Allah Bakhsh Malik

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The changing educational environment, the diverse educational needs of students, the high expectations from the public, and the policy reports demand a strong change & innovation in the curriculum. Effective change and innovation could not be possible without the involvement of two major tenants i.e. teachers and educational managers. Thus, the locus of this research was to explore the secondary school principals and teachers priorities regarding change and innovation in curriculum. The main research objectives were included to explore the secondary school teachers’ and principals’ views about existing Humanities group curriculum; to identify their priorities regarding change and innovation in curriculum and to make a comparison between the priorities of both (the teachers & principals). A total sample of 150 Secondary school teachers and 24 principals from Federal Government Secondary Schools was drawn. The data was obtained through a five point Likert scale questionnaire. The findings indicated a huge difference between principals and teachers priorities. Related to prevailed curriculum, teachers showed more satisfactory views than principals. It was also found that the principals in comparison with teachers showed more inclination towards change and innovation and emphasized on an interdisciplinary, practical and ICT Integrated curriculum. Inclusion of local environmental issues; creativity based and practical activities based curriculum; and orientation to citizenship education into curriculum were some of the aspects highly prioritized by both teachers and principals.

Keywords: curriculum change, curriculum innovation, humanities curriculum, curriculum priorities

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Authors: Loreta Axhami

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Media literacy in the digital age emerges not only as a set of skills to generate true knowledge and information but also as a pedagogy methodology, as a kind of educational philosophy. In addition to such innovations as information integration and communication technologies, media infrastructures, and web usage in the educational system, media literacy enables the change in the learning methods, pedagogy, teaching programs, and school curriculum itself. In this framework, this study focuses on ICT's impact on teaching and learning methods and the degree they are reflected in the Albanian education system. The study is based on a combination of quantitative and qualitative methods of scientific research. Referring to the study findings, it results that student’s limited access to the internet in school, focus on the hardcopy textbooks and the role of the teacher as the only or main source of knowledge and information are some of the main factors contributing to the implementation of authoritarian pedagogical methods in the Albanian education system. In these circumstances, the implementation of media literacy is recommended as an apt educational process for the 21st century, which requires a reconceptualization of textbooks as well as the application of modern teaching and learning methods by integrating information and communication technologies.

Keywords: authoritarian pedagogic model, education system, ICT, media literacy

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Authors: Masayuki Mori

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This study investigates the relationship between teachers’ perceptions of the usability of classroom space and various elements, including both physical and non-physical, of classroom environments. With the introduction of the GIGA School funding program in Japan in 2019, understanding its impact on learning in classroom space is crucial. The program enabled local educational authorities (LEA) to make it possible to provide one PC/tablet for each student of both elementary and junior high schools. Moreover, at the same time, the program also supported LEA to purchase other electronic devices for educational purposes such as electronic whiteboards, large displays, and real image projectors. A nationwide survey was conducted using random sampling methodology among 100 junior high schools to collect data on classroom space. Of those, 60 schools responded to the survey. The survey covered approximately fifty items, including classroom space size, class size, and educational electronic devices owned. After the data compilation, statistical analysis was used to identify correlations between the variables and to explore the extent to which classroom environment elements influenced teachers’ perceptions. Furthermore, decision tree analysis was applied to visualize the causal relationships between the variables. The findings indicate a significant negative correlation between class size and teachers’ evaluation of usability. In addition to the class size, the way students stored their belongings also influenced teachers’ perceptions. As for the placement of educational electronic devices, the installation of a projector produced a small negative correlation with teachers’ perceptions. The study suggests that while the GIGA School funding program is not significantly influential, traditional educational conditions such as class size have a greater impact on teachers’ perceptions of the usability of classroom space. These results highlight the need for awareness and strategies to integrate various elements in designing the learning environment of the classroom for teachers and students to improve their learning experience.

Keywords: classroom space, GIGA School, questionnaire survey, teachers’ perceptions

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Authors: Şule Yanık, Hasan Gürgür

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It is thought that it is important for disabled children to have the opportunity to benefit preschool education that smoothens transition process to formal education, and for the constitution of a precondition for their success. Within this context, it is important for the disabled in Turkey to be evaluated medically firstly and then educational-wise in order for them to benefit early inclusive education. Thus, disabled people are both diagnosed in hospitals and at Guidance and Research Centers (GRC) attached to Ministry of Education educational-wise. It is seen that standard evaluation tools are used and evaluations are done by special education teachers (SET) in order for educational diagnosis and evaluation (EDAE) to be realized. The literature emphasizes the importance of informal evaluation tools as well as formal ones. According to this, it is thought that another party, besides students in EDAE process and SETs, is family, because families are primary care takers for their children, and that the most correct and real information can be obtained via families beside results of educational evaluation processes (EEP). It is thought that obtaining opinions of families during EEP is important to be able to exhibit the present EDAE activities in Turkey, materialize any existing problems, and increase quality of the process. Within this context, the purpose of this study is to exhibit experiences regarding EDAE processes of 10 families having preschool children with hearing loss (CHL). The process of research is designed to be descriptive based on qualitative research paradigms. Data were collected via semi-structured interview questions, and the themes were obtained. As a result, it is seen that families, after they realize the hearing loss of their children, do not have any information regarding the subject, and that they consult to an ear-nose-throat doctor or an audiologist for support. It is seen that families go to hospitals for medical evaluation which is a pre-requisite for benefiting early education opportunities. However, during this process, as some families do not have any experience of having a CHL, it is seen that they are late for medical evaluation and hearing aids. Moreover, families stated that they were directed to GRC via audiologists for educational evaluation. Families stated that their children were evaluated regarding language, academic and psychological development in proportion with their ages in GRC after they were diagnosed medically. However, families stated that EEP realized in GRC was superficial, short and lacked detail. It is seen that many families were not included in EEP process, whereas some families stated that they were asked questions because their children are too small to answer. Regarding the benefits of EEP for themselves and their children, families stated that GRC had to give a report to them for benefiting the free support of Special Education and Rehabilitation Center, and that families had to be directed to inclusive education. As a result, it is seen that opinions of families regarding EDAE processes at GRC indicate inefficiency of the process as it is short and superficial, regardless being to the point.

Keywords: children with hearing loss, educational diagnosis and evaluation, guidance and research center, inclusion

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Authors: Borja Bordel, Ramón Alcarria, Marina Pérez

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In March 2020, in Spain, a sanitary and unexpected crisis caused by COVID-19 was declared. All of a sudden, all degrees, classes and evaluation tests and projects had to be transformed into online activities. However, the chaotic situation generated by a complex operation like that, executed without any well-established procedure, led to very different experiences and, finally, results. In this paper, we are describing three experiences in two different Universities in Madrid. On the one hand, the Technical University of Madrid, a public university with little experience in online education. On the other hand, Alfonso X el Sabio University, a private university with more than five years of experience in online teaching. All analyzed subjects were related to computer engineering. Professors and students answered a survey and personal interviews were also carried out. Besides, the professors’ workload and the students’ academic results were also compared. From the comparative analysis of all these experiences, we are extracting the most successful strategies, methodologies, and activities. The recommendations in this paper will be useful for courses during the next months when the sanitary situation is still affecting an educational organization. While, at the same time, they will be considered as input for the upcoming digitalization process of higher education.

Keywords: educational experience, online education, higher education digitalization, COVID, Spain

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Authors: Justyna Żywiołek, Marek Matulewski

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The article presents the results of a survey conducted among students from various European countries. The aim of the study was to understand how artificial intelligence (AI) affects educational processes in a digital environment. The survey covered a wide range of topics, including students' understanding and use of AI, its impact on motivation and engagement, interaction and support issues, accessibility and equity, and data security and privacy concerns. Most respondents admitted having difficulties comprehending the advanced functions of AI in educational tools. Many students believe that excessive use of AI in education can decrease their motivation for self-study and active participation in classes. Additionally, students reported that interaction with AI-based tools is often less satisfying compared to direct contact with teachers. Furthermore, the survey highlighted inequalities in access to advanced AI tools, which can widen the educational gap between students from different economic backgrounds. Students also expressed concerns about the security and privacy of their personal data collected and processed by AI systems. The findings suggest that while AI has the potential to support digital education, significant challenges need to be addressed to make these tools more effective and acceptable for students. Recommendations include increasing training for students and teachers on using AI, providing more interactive and engaging forms of education, and implementing stricter regulations on data protection.

Keywords: AI, digital education, education tools, motivation and engagement

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Authors: Sara M. Ismael, Ali H. Al-Badi

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The rapid development and growth of technology has changed the method of obtaining information for educators and learners. Technology has created a new world of collaboration and communication among people. Incorporating new technology into the teaching process can enhance learning outcomes. Billions of individuals across the world are now connected together, and are cooperating and contributing their knowledge and intelligence. Time is no longer wasted in waiting until the teacher is ready to share information as learners can go online and get it immediately. The objectives of this paper are to understand the reasons why changes in teaching and learning methods are necessary, to find ways of improving them, and to investigate the challenges that present themselves in the adoption of new ICT tools in higher education institutes. To achieve these objectives two primary research methods were used: questionnaires, which were distributed among students at higher educational institutes and multiple interviews with faculty members (teachers) from different colleges and universities, which were conducted to find out why teaching and learning methodology should change. The findings show that both learners and educators agree that educational technology plays a significant role in enhancing instructors’ teaching style and students’ overall learning experience; however, time constraints, privacy issues, and not being provided with enough up-to-date technology do create some challenges.

Keywords: e-books, educational technology, educators, e-learning, learners, social media, Web 2.0, LMS

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Authors: Srinivasa Rao Idapalapati, Manssour Habbash

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As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology to the service of learning and teaching appears to be both self-evident and unavoidable. To this end, this study explores the reasons for the reluctance of teachers in Saudi Arabia to use mobiles in EFL (English as a Foreign Language) classes for teaching and learning purposes. The main objective of this study is a qualitative analysis of the responses of the views of the teachers at a university in Saudi Arabia about the use of mobile phones in classrooms for educational purposes. Driven by the hypothesis that the teachers in Saudi Arabian universities aren’t prepared well enough to use mobile phones in classrooms for educational purposes, this study examines the data obtained through a questionnaire provided to about hundred teachers working at a university in Saudi Arabia through convenient sampling method. The responses are analyzed by qualitative interpretive method and found that teachers and the students are in confusion whether to use mobiles, and need some training sessions on the use of mobile phones in classrooms for educational purposes. The outcome of the analysis is discussed in light of the concerns bases adoption model and the inferences are provided in a descriptive mode.

Keywords: mobile assisted language learning, technology adoption, classroom instruction, concerns based adoption model

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Authors: Mara Gabrielli, Jordi Pamies Rovira

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From a theoretical and interdisciplinary approach to visual ethnography and visual anthropology, this small scale, in-depth study explores the potential of photography as a participatory ethnographic method for a deep-understanding of the socio-educational integration of young refugees and asylum-seekers in the host society as regards their daily experiences, their needs, desires, expectations, and future goals. Qualitative data is collected by the author by observing 12 young participants in the age group 12-24 years per week for 12 months. The data consists of field notes, participatory observation, in-depth interviews with professionals, and the use of visual participatory ethnographic methods. Therefore, the young participants build their stories through the implementation of two participatory photographic methods - the 'photo-diary' and the 'photo-elicitation' - that permit them to analyse and narrate their social and educational experiences from their perspectives, thus collaborating in the construction of knowledge during the different stages of the research. Preliminary findings show the high resilience and social adaptability of young refugees and asylum-seekers to achieve their goals and overcome structural and socio-cultural barriers. However, the uncertainty of their administrative situation during the asylum submission and the lack of specific resources might impact negatively on their educational pathways and the transition to the labour market. Finally, this study also highlights the benefits of participatory photographic methods in ethnographic research, which impacts positively the well-being of these young people, helps them to develop critical thinking, and it also allows them to access information more respectfully when narrating painful experiences.

Keywords: photo-diary, photo-elicitation, resilience, strategies, visual methodologies, young refugees and asylum seekers

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Authors: Efuwape Bamidele Michael, Efuwape Oluwabunmi Asake

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Nigeria has some deep rural environments that seem secluded from most of the technological amenities for convenient living and learning. Most schools in such environments are yet to be captured in the educational applications of technological facilities. The study explores the facilitation of basic technology instructions with micro-learning and gamification among students in rural Junior Secondary Schools in the Ipokia Local Government Area (LGA) of Ogun state. The study employed a quasi-experimental design, specifically the pre-test and post-test control group design. The study population comprised all Junior Secondary School students in the LGA. Four Junior Secondary Schools in the LGA were randomly selected for the study and classified into two experimental and two control groups. A total sample of 156 students participated in the study. Basic Technology Achievement Test and Junior School Students’ Attitudinal Scale were instruments used for data collection in the study with reliability coefficients of 0.87 and 0.83, respectively. Five hypotheses guided the study and were tested using Analysis of covariance (ANCOVA) at a 0.05 level of significance. Findings from the study established significant marginal differences in students’ academic performance (F = 644.301; p = .000), learning retention (F = 583.335; p = .000), and attitude towards learning basic technology (F = 491.226; p = .000) between the two groups in favour of the experimental group exposed to micro-learning and gamification. As a recommendation, adequate provisions for inclusive educational practices with technological applications should be ensured for all children irrespective of location within the country, especially to encourage effective learning in rural schools.

Keywords: inclusive education, educational technology, basic technology students, rural areas in Nigeria, micro-learning, gamification

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Authors: Erfan Abdeldaim Mohamed Ahmed Abdalla

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The era of the knowledge explosion in which we live requires us to develop educational curricula quantitatively and qualitatively to adapt to the twenty-first-century skills of critical thinking, problem-solving, communication, cooperation, creativity, and innovation. The process of developing the curriculum is as significant as building it; in fact, the development of curricula may be more difficult than building them. And curriculum development includes analyzing needs, setting goals, designing the content and educational materials, creating language programs, developing teachers, applying for programmes in schools, monitoring and feedback, and then evaluating the language programme resulting from these processes. When we look back at the history of language teaching during the twentieth century, we find that developing the delivery method is the most crucial aspect of change in language teaching doctrines. The concept of delivery method in teaching is a systematic set of teaching practices based on a specific theory of language acquisition. This is a key consideration, as the process of development must include all the curriculum elements in its comprehensive sense: linguistically and non-linguistically. The various Arabic curricula provide the student with a set of units, each unit consisting of a set of linguistic elements. These elements are often not logically arranged, and more importantly, they neglect essential points and highlight other less important ones. Moreover, the educational curricula entail a great deal of monotony in the presentation of content, which makes it hard for the teacher to select adequate content; so that the teacher often navigates among diverse references to prepare a lesson and hardly finds the suitable one. Similarly, the student often gets bored when learning the Arabic language and fails to fulfill considerable progress in it. Therefore, the problem is not related to the lack of curricula, but the problem is the development of the curriculum with all its linguistic and non-linguistic elements in accordance with contemporary challenges and standards for teaching foreign languages. The Arabic library suffers from a lack of references for curriculum development. In this paper, the researcher investigates the elements of development, such as the teacher, content, methods, objectives, evaluation, and activities. Hence, a set of general guidelines in the field of educational development were reached. The paper highlights the need to identify weaknesses in educational curricula, decide the twenty-first-century skills that must be employed in Arabic education curricula, and the employment of foreign language teaching standards in current Arabic Curricula. The researcher assumes that the series of teaching Arabic to speakers of other languages in regular schools do not address the skills of the twenty-first century, which is what the researcher tries to apply in the proposed unit. The experimental method is the method of this study. It is based on two groups: experimental and control. The development of an educational unit will help build suitable educational series for students of the Arabic language in regular schools, in which twenty-first-century skills and standards for teaching foreign languages will be addressed and be more useful and attractive to students.

Keywords: curriculum, development, Arabic language, non-native, skills

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Authors: Monica Hoeldtke Pietruchinski, Andrey Ricardo Pimentel

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The teaching of computer programming for beginners has been presented to the community as a not simple or trivial task. Several methodologies and research tools have been developed; however, the problem still remains. This paper aims to present multi-agent system architecture to be incorporated to the educational collaborative game software for teaching programming that monitors, evaluates and encourages collaboration by the participants. A literature review has been made on the concepts of Collaborative Learning, Multi-agents systems, collaborative games and techniques to teach programming using these concepts simultaneously.

Keywords: architecture of multi-agent systems, collaborative evaluation, collaboration assessment, gamifying educational software

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Authors: Dante J. Dorantes-González, Aldrin Balsa-Yepes

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Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.

Keywords: emotion, emotion-enhanced memory, learning technique, STEM

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Authors: Maikudi Umar

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This paper conceived Vocational and Technical Education as those aspects of educational process, in addition to general education leading to acquisition of practical skills, attitudes as well as basic scientific knowledge as it relates to occupations in various sectors of the economic and social life. The paper therefore viewed Vocational and Technical education as those aspects of educational training designed to provide the recipient with the skills abilities and understanding needed for efficient performance in chosen occupational carrier for self reliance. The paper also examined some major inhibitions to the attainment of self reliance through VTE. The paper also recommended a change of attitudes by governments in Nigeria by providing adequate equipment so as to meet up with the challenges.

Keywords: vocational education, technical education, skills and self reliance, issues and challenges

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Authors: Girish Choudhary

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Education is in a state of flux. Not only one need to acquire skills in order to cope with a fast changing global world, an explosive growth in technology, on the other hand is providing a new wave of teaching tools - computer aided video instruction, hypermedia, multimedia, CD-ROMs, Internet connections, and collaborative software environments. The emerging technology incorporates the group qualities of interactive, classroom-based learning while providing individual students the flexibility to participate in an educational programme at their own time and place. The technology facilitating self learning also seems to provide a cost effective solution to the dilemma of delivering education to masses. Online education is a unique learning domain that provides for many to many communications as well. The computer conferencing software defines the boundaries of the virtual classroom. The changing paradigm provides access of instruction to a large proportion of society, promises a qualitative change in the quality of learning and echoes a new way of thinking in educational theory that promotes active learning and open new learning approaches. Putting it to practice is challenging and may fundamentally alter the nature of educational institutions. The subsequent part of paper addresses such questions viz. 'Do we need to radically re-engineer the curriculum and foster an alternate set of skills in students?' in the onward journey.

Keywords: on-line education, self learning, energy and power engineering, future education

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Authors: David R. LaVetter, Justin B. Homatas, Claudia Benavides Espinoza

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An increased awareness of depression rates among collegiate athletes has aided educational institutions to evaluate their mental health resources for athletes. This paper adds to our knowledge of this growing problem among collegiate athletes. National athletic associations and educational institutions are more knowledgeable of the mental health crisis facing hundreds of thousands of athletes each year, and some have implemented resources to improve mental health. However, college athletes continue to experience depressive symptoms at increasing rates. In this paper, depression rates for the vast numbers of collegiate athletes were found to be significantly greater than the general adult population. This paper used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method to examine the literature’s findings on depression rates among collegiate athletes. Particularly, this study answers questions related to risk factors of college athletes’ depressive symptoms. Risk factors unique to this population are also discussed. Prevalence rates by sport participant gender and sport are provided. Implementation measures in current practice at educational institutions in the U.S. are discussed to help alleviate depression rates among college athletes.

Keywords: college athletes, depression, risk factors, mental health

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Authors: Hassan Sharafuddin, Chekra Allani

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Academicians at the Arab Open University have always voiced their concern about the efficacy of the blended learning process. Based on 75% independent study and 25% face-to-face tutorial, it poses the challenge of the predisposition to adjustment. Being used to the psychology of traditional educational systems, AOU students cannot be easily weaned from being spoon-fed. Hence they lack the motivation to plunge into self-study. For better involvement of AOU students into the learning practices, it is imperative to diagnose the factors that impede or increase their motivation. This is conducted through an empirical study grounded upon observations and tested hypothesis and aimed at monitoring and optimizing the students’ learning outcome. Recommendations of the research will follow the findings.

Keywords: academic performance, blended learning, educational psychology, independent study, pedagogy

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Authors: Raneem O. Salem, Najwa Al-Mously, Nihal Mohamed Nabil, Abdulmohsen H. Al-Zalabani, Abeer F. Al-Dhawi, Nasser Al-Hamdan

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Objective: There are various demographic and educational factors that affect the academic performance of undergraduate medical students. The objective of this study is to identify these factors and correlate them to the GPA of the students. Methods: A cross-sectional study design utilizing grade point averages (GPAs) of two cohorts of students in both levels of the pre-clinical phase. In addition, self-administered questionnaire was used to evaluate the effect of these factors on students with poor and good cumulative GPA. Results: Among the various factors studied, gender, marital status, and the transportation used to reach the faculty significantly affected academic performance of students. Students with a cumulative GPA of 3.0 or greater significantly differed than those with a GPA of less than 3.0 being higher in female students, in married students, and type of transportation used to reach the college. Factors including age, educational factors, and type of transportation used have shown to create a significant difference in GPA between male and females. Conclusion: Factors such as age, gender, marital status, learning resources, study time, and the transportation used have been shown to significantly affect medical student GPA as a whole batch as well as when they are tested for gender.

Keywords: academic performance, educational factors, learning resources, study time, gender, socio-demographic factors

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Authors: Samia Jamshed Nauman Majeed

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Purpose: Globally, the pandemic of COVID -19 has created a massive distraction for educational reforms influencing learning options, education access, and outcomes of students in more than 190 countries which has carved marks in history. To explore the challenges and complications confronted by students and faculty members while ensuring access to online education, qualitative research was conducted. Methodology: For this purpose, a series of focus group discussions were conducted in different regions of Pakistan, which revealed interesting findings shared by Panelists, which include Vice-Chancellors, Rectors, and Deans of different private and public sector universities of Pakistan. The qualitative research aims to explore the challenges and success factors of online educations by students with diverse backgrounds of higher education institutions to maximize student educational outcomes. Findings: The findings revealed several challenges and opportunities when it comes to online education for students of higher education institutions. Simultaneously, the researchers discovered the key success factors necessary for online education. Lastly, the paper presents the research limitations and future research recommendations to streamline online education in a better way ensuring the students' success. Originality: The pandemic has forced the closure of social, business, and educational activities, which has drastically influence the quality of education with its subsequent impact on the economy. In response, numerous universities across the globe are forced to suspend their educational activities by closing the universities. Though online education has been adopted worldwide by the universities, which brought numerous issues for academia, particularly for underdeveloped countries, and Pakistani higher education reforms are no exception to this.

Keywords: online education, higher education institutions, COVID-19, challenges, key success factors

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Authors: Harvey Sanchez-Restrepo, Jorge Louca

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Equity and education are major focus of government policies around the world due to its relevance for addressing the sustainable development goals launched by Unesco. In this research, we developed a primary analysis of a data set of more than one hundred educational and non-educational factors associated with learning, coming from a census-based large-scale assessment carried on in Ecuador for 1.038.328 students, their families, teachers, and school directors, throughout 2014-2018. Each participating student was assessed by a standardized computer-based test. Learning outcomes were calibrated through item response theory with two-parameters logistic model for getting raw scores that were re-scaled and synthetized by a learning index (LI). Our objective was to develop a network for modelling educational deprivation and analyze the structure of inequality gaps, as well as their relationship with socioeconomic status, school financing, and student's ethnicity. Results from the model show that 348 270 students did not develop the minimum skills (prevalence rate=0.215) and that Afro-Ecuadorian, Montuvios and Indigenous students exhibited the highest prevalence with 0.312, 0.278 and 0.226, respectively. Regarding the socioeconomic status of students (SES), modularity class shows clearly that the system is out of equilibrium: the first decile (the poorest) exhibits a prevalence rate of 0.386 while rate for decile ten (the richest) is 0.080, showing an intense negative relationship between learning and SES given by R= –0.58 (p < 0.001). Another interesting and unexpected result is the average-weighted degree (426.9) for both private and public schools attending Afro-Ecuadorian students, groups that got the highest PageRank (0.426) and pointing out that they suffer the highest educational deprivation due to discrimination, even belonging to the richest decile. The model also found the factors which explain deprivation through the highest PageRank and the greatest degree of connectivity for the first decile, they are: financial bonus for attending school, computer access, internet access, number of children, living with at least one parent, books access, read books, phone access, time for homework, teachers arriving late, paid work, positive expectations about schooling, and mother education. These results provide very accurate and clear knowledge about the variables affecting poorest students and the inequalities that it produces, from which it might be defined needs profiles, as well as actions on the factors in which it is possible to influence. Finally, these results confirm that network analysis is fundamental for educational policy, especially linking reliable microdata with social macro-parameters because it allows us to infer how gaps in educational achievements are driven by students’ context at the time of assigning resources.

Keywords: complex network, educational deprivation, evidence-based policy, large-scale assessments, policy informatics

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Authors: Nafisa Banu

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The present study is an attempt to analyze the regional disparities in the level of education in West Bengal. The data based on secondary sources obtained from a census of India. The study is divided into four sections. The first section presents introductions, objectives and brief descriptions of the study area, second part discuss the methodology and data base, while third and fourth comprise the empirical results, interpretation, and conclusion respectively. For showing the level of educational development, 8 indicators have been selected and Z- score and composite score techniques have been applied. The present study finds out there are large variations of educational level due to various historical, economical, socio-cultural factors of the study area.

Keywords: education, regional disparity, literacy rate, Z-score, composite score

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Authors: Mohammed Mohsen Ahmed Al Azab

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Co-education at universities is one of the options that may have an economic as well as social benefit, as it may have a positive impact on improving relationships between students and increasing competitiveness among them, which may have positive effects on educational achievement and alleviate some social problems such as divorce. There is, to the best knowledge of the researcher, no studies tested the subject matter of the current study in Saudi society. The Saudi society is undergoing radical changes at all levels. The current study aims to identify the attitudes of university students toward co-education, the differences between male and female students from various specialties in their attitudes towards co-education, and the relationship of this to the educational level of the parent (educated-uneducated) using the descriptive, comparative, correlational approach. The study sample (n = 200) was chosen randomly among male and female students at King Saud University. The researcher prepared and used an attitude scale. Results showed positive attitudes towards co-education among university students (mean = 3.7, Std. = 0.45). It was also shown that there are significant differences between students’ attitudes towards co-education that can be attributed to their field of study, with students in scientific majors scoring higher than humanities counterparts. Findings also show differences between students’ attitudes towards co-education that can be attributed to the educational level of the parent, where the attitudes of those whose parents received some education were more positive. The results did not indicate any differences between students’ attitudes towards co-education that can be attributed to their gender.

Keywords: attitude, co-education, university students, level of parental education

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Authors: Maroonisha Maharajh

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Based on the Black Swan and Disruptive Innovation Theories, this study proposes an educational game based learning model within the context of the traditional classroom learning environment. In the proposed model, the perceived e-learning component is decomposed into accessibility, perceived quality and perceived usability within the traditional rural classroom environment. A sample of 92 respondents took part in this study. The results suggest that users’ continuance intention is determined by both economic and grassroots internet accessibility, which in turn is jointly determined by perceived usefulness, information quality, service quality, system quality, perceived ease of use and cognitive absorption of learning.

Keywords: blended learning, flipped classroom, e-learning, gaming

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Authors: Kwizera Mireille, Kharesh Ahmed Al-Khadher

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This paper explores the critical issue of girls' and women's right to education, exploring the challenges they face in accessing and benefiting from quality education. Gender disparities in education have persisted globally, hindering social progress and sustainable development. The fundamental importance of education in empowering individuals and promoting gender equality is acknowledged, making it imperative to address the disparities that hinder girls' and women's educational opportunities. The paper discusses various factors contributing to these disparities, including cultural norms(common in third-world countries), socio-economic constraints, and systemic biases. Drawing on a wide range of scholarly sources, empirical studies, and reports from international organizations, this paper highlights the broader societal benefits of educating girls and women, ranging from improved health outcomes to enhanced economic development and greater social and political participation. The paper further outlines strategies and initiatives aimed at overcoming these challenges. These include policy interventions, community-based programs, and international collaborations that work towards eliminating gender-based discrimination in educational settings. The paper emphasizes the significance of not only ensuring access but also fostering an inclusive and safe learning environment that encourages girls and women to thrive academically and personally. By analyzing successful case studies and best practices from around the world, the paper offers insights into effective approaches that can be adopted to enhance girls' and women's right to education globally. Furthermore, it emphasizes the importance of raising awareness of girl's and women's education. In conclusion, this paper underscores the urgency of prioritizing and protecting the educational rights of girls and women's right to education as a fundamental human right and catalyst for gender equality. It calls for a concerted effort from governments, NGOs, educational institutions, and society as a whole to create an equitable and empowering educational landscape that contributes to gender equality and sustainable development.

Keywords: empowerment, gender equality, inclusive education, right to education

Procedia PDF Downloads 68