Search results for: student evaluations

Authors: M. Fozan Ur Rab, Mahrukh, M. Alam, N. Sheikh

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The purpose of this study is to analyze various high lift low Reynolds number airfoils using two-dimensional Computational Fluid Dynamics (CFD) code in the isolated flow field and select optimum airfoil to suit the motorsports application. The airfoil is selected after comparing the stall behavior, transition location, pressure recovery, pressure distribution and boundary layer characteristics of various airfoils. The prime consideration while selecting airfoil is highest Cl while achieving the sustainable performance over a range of Reynolds numbers encountered on the race track. The increase in Cl is always accompanied by the increase in Cd but this must be compromised since the main goal is to increase an aerodynamic grip. It is always desirable to increase the down-force in Formula One (F1)/Formula Student (FS) to gain reduction in lap time. This paper establishes the criteria for selection of high lift low Reynolds number airfoil while considering various parameters which affect the performance of airfoils.

Keywords: aerodynamics, airfoil, downforce, formula student, lap time

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Authors: Mark Heads, Carrie Adamson

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Introduction This study evaluated the educational merits of the teaching activities of ‘Sheffield Anatomy Society,’ a student society with minimal faculty oversight which delivers near peer teaching in a range of formats to support students in their revision. Near peer, teaching is defined as teaching delivered by more senior students who have themselves recently completed the course content. This study was conducted between early April and late May 2022. This programme aims to improve student knowledge of anatomy, increase student confidence in their anatomy learning and cultivate a sense of community. The sessions were delivered by more senior medical students and by medical students undertaking an intercalated Master's degree in Human Anatomy with Education. Background: The majority of studies concerning near peer teaching focus on faculty designed programmes. Few studies have examined entirely student led near peer teaching of anatomy. Existing studies have been favourable but have limited qualitative examination of the benefits and weaknesses of near peer teaching. Various drawbacks have been proposed in the literature but not extensively investigated in practice. This study examines student led near peer anatomy teaching across a range of formats and considers these proposed criticisms. Methods: The teaching series consisted of 11 online lectures, a small group teaching session, two in person mock spotter examinations, and an online mock examination. Feedback forms were given for each session, and follow up interviews were conducted. Thematic analysis utilising an interpretivist epistemology was conducted on the feedback form responses and interview transcripts. Findings: 207 first year medical students, 34 second year biomedical science students, and 12 third year biomedical science students completed one or more feedback forms following these sessions, with 875 responses being collected in total. Six interviews were conducted. 99.5% of respondents said that they would recommend these sessions to other students. The quantitative results ranged from a mean of 4.6-4.8/5 per session when asked to rate how useful the students found it. Qualitative: analysis yielded numerous strengths and some weaknesses of the programme. The most commonly cited strength was that students found the explanations readily comprehensible. Students also praised the interactive nature of the sessions, with students frequently saying they felt more able to engage with interactive elements and ask questions in these sessions than in faculty teaching. Students did, however, raise some issues. The most common drawback students mentioned was a desire for more help preparing for their examinations, especially more examination style questions. Criticisms of the teaching itself were less prominent and typically reflected time constraints and limited resources. Conclusions : This study suggests student organised near peer teaching, utilising interactive online lectures, small group teaching, and mock examinations, can be an effective method for supporting students studying anatomy. Students reported improvements in their knowledge as a result of the sessions, greater confidence approaching their examinations, and this programme has helped foster an environment where students feel able to ask questions outside of sessions and even get involved with teaching themselves the following academic year.

Keywords: medical education, near peer teaching, anatomy teaching, online learning

Procedia PDF Downloads 65

Authors: M. Saard, A. Kolk, K. Sepp, L. Pertens, L. Reinart, C. Kööp

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Introduction: Social competence is often impaired in children with acquired brain injury (ABI), but evidence-based rehabilitation for social skills has remained undeveloped. Modern technology-based methods create effective and safe learning environments for pediatric social skills remediation. The aim of the study was to implement our structured model of neuro rehab for socio-cognitive deficit using multitouch-multiuser tabletop (MMT) computer-based platforms and virtual reality (VR) technology. Methods: 40 children aged 8-13 years (yrs) have participated in the pilot study: 30 with ABI -epilepsy, traumatic brain injury and/or tic disorder- and 10 healthy age-matched controls. From the patients, 12 have completed the training (M = 11.10 yrs, SD = 1.543) and 20 are still in training or in the waiting-list group (M = 10.69 yrs, SD = 1.704). All children performed the first individual and paired assessments. For patients, second evaluations were performed after the intervention period. Two interactive applications were implemented into rehabilitation design: Snowflake software on MMT tabletop and NoProblem on DiamondTouch Table (DTT), which allowed paired training (2 children at once). Also, in individual training sessions, HTC Vive VR device was used with VR metaphors of difficult social situations to treat social anxiety and train social skills. Results: At baseline (B) evaluations, patients had higher deficits in executive functions on the BRIEF parents’ questionnaire (M = 117, SD = 23.594) compared to healthy controls (M = 22, SD = 18.385). The most impaired components of social competence were emotion recognition, Theory of Mind skills (ToM), cooperation, verbal/non-verbal communication, and pragmatics (Friendship Observation Scale scores only 25-50% out of 100% for patients). In Sentence Completion Task and Spence Anxiety Scale, the patients reported a lack of friends, behavioral problems, bullying in school, and social anxiety. Outcome evaluations: Snowflake on MMT improved executive and cooperation skills and DTT developed communication skills, metacognitive skills, and coping. VR, video modelling and role-plays improved social attention, emotional attitude, gestural behaviors, and decreased social anxiety. NEPSY-II showed improvement in Affect Recognition [B = 7, SD = 5.01 vs outcome (O) = 10, SD = 5.85], Verbal ToM (B = 8, SD = 3.06 vs O = 10, SD = 4.08), Contextual ToM (B = 8, SD = 3.15 vs O = 11, SD = 2.87). ToM Stories test showed an improved understanding of Intentional Lying (B = 7, SD = 2.20 vs O = 10, SD = 0.50), and Sarcasm (B=6, SD = 2.20 vs O = 7, SD = 2.50). Conclusion: Neurorehabilitation based on the Structured Model of Neurorehab for Socio-Cognitive Deficit in children with ABI were effective in social skills remediation. The model helps to understand theoretical connections between components of social competence and modern interactive computerized platforms. We encourage therapists to implement these next-generation devices into the rehabilitation process as MMT and VR interfaces are motivating for children, thus ensuring good compliance. Improving children’s social skills is important for their and their families’ quality of life and social capital.

Keywords: acquired brain injury, children, social skills deficit, technology-based neurorehabilitation

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Authors: F. Saptouw, L. Reddy

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Tertiary institutions are often faced with a challenge when incorporating social awareness into course content. The information campaigns in the media often alienate the viewers and the knowledge is not readily assimilated into the students’ consciousness. This paper will present a discussion of the results of collaborative teaching projects run by the Michaelis School of fine art and the HIV/AIDS, Inclusivity and Change Unit (HAICU) at the University of Cape Town. In these projects the artistic process is employed to generate ‘praxical knowledge’ in the student body about socially relevant issues like HIV-AIDS, Gender-Based Violence (GBV) and sexual identity, specifically LGBTQI. The combination of lectures, group discussions and the creative process has been a very successful way to disseminate information amongst the student population. Evidence of the project’s success will be provided by referencing interviews, focus groups as well as surveys done with the participants. This paper will conclude by arguing for the positive role of practice-led research in developing a socially conscious public.

Keywords: art, education, HIV-AIDS, practice-led research

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Authors: Rian de Villiers

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Human mobility is one of the most significant development, foreign policy and domestic issues in the world today. Teacher loss due to migration is a global phenomenon that is impacting both developed and developing nations the world over. The purpose of this study was to find out how many newly qualified South African teachers were planning to teach in a foreign country; what were the prospective migrant teachers’ motives for migration; what destination countries were the most popular and why; and what were the prospective migrant teachers’ information needs before leaving South Africa. A group of final-year Bachelor of Education student teachers from a single university responded to a questionnaire on intra-and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 9% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years time. Just more than a quarter of the students (27%) preferred Australia as a destination, followed by the United Kingdom (16%), Korea (16%) and the USA (14%). The student teachers’ most important motive to teach in a foreign country was the opportunity to travel (27%), followed by earning a higher salary (26%) and professional development (23%). The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation and banking assistance. Huge loss of teachers to host countries has a serious, negative impact upon the education system of most developing and/or source countries, including South Africa. Several steps and strategies to resolve teacher loss in South Africa are discussed.

Keywords: migration, academic mobility, teachers, teacher students, South Africa

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Authors: Huey-Wen Chou, Shuo-Heng Liang

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This study focuses on studying college students’ multitasking with cellphones/laptops during lectures. In-class multitasking behavior is defined as the activities students engaged that are irrelevant to learning. This study aims to understand if students' learning engagement affects students' multitasking as well as to investigate the causes or motivations that contribute to the occurrence of multitasking behavior. Survey data were collected and analyzed by PLS method and multiple regression to test the research model and hypothesis. Major results include: 1. Students' multitasking motivation positively predicts students’ in-class multitasking. 2. Factors affecting multitasking in class, including efficiency, entertainment and social needs, significantly impact on multitasking. 3. Polychronic personality traits will positively predict students’ multitasking. 4. Students' classroom learning engagement negatively predicts multitasking. 5. Course attributes negatively predict student learning engagement and positively predict student multitasking.

Keywords: engagement, monochronic personality, multitasking, learning, personality traits

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Authors: Soha A. Bahanshal, Vaibhav Verdhan, Bayong Kim

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Graduation rates at six-year colleges are becoming a more essential indicator for incoming fresh students and for university rankings. Predicting student graduation is extremely beneficial to schools and has a huge potential for targeted intervention. It is important for educational institutions since it enables the development of strategic plans that will assist or improve students' performance in achieving their degrees on time (GOT). A first step and a helping hand in extracting useful information from these data and gaining insights into the prediction of students' progress and performance is offered by machine learning techniques. Data analysis and visualization techniques are applied to understand and interpret the data. The data used for the analysis contains students who have graduated in 6 years in the academic year 2017-2018 for science majors. This analysis can be used to predict the graduation of students in the next academic year. Different Predictive modelings such as logistic regression, decision trees, support vector machines, Random Forest, Naïve Bayes, and KNeighborsClassifier are applied to predict whether a student will graduate. These classifiers were evaluated with k folds of 5. The performance of these classifiers was compared based on accuracy measurement. The results indicated that Ensemble Classifier achieves better accuracy, about 91.12%. This GOT prediction model would hopefully be useful to university administration and academics in developing measures for assisting and boosting students' academic performance and ensuring they graduate on time.

Keywords: prediction, decision trees, machine learning, support vector machine, ensemble model, student graduation, GOT graduate on time

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Authors: Per Blomqvist

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The overall aim of this study is to highlight how the degree project-course in teacher education has developed over time at Swedish universities, above all regarding changes in the formative assessment practices in relation to student's opportunities to take part in writing processes that can develop both their independent critical thinking, subject knowledge, and academic writing skills. Theoretically, the study is based on deliberative and transformative perspectives of teaching academic writing in higher education. The deliberative perspective is motivated by the fact that it is the universities and their departments' responsibility to give the students opportunities to develop their academic writing skills, while there is little guidance on how this can be implemented. The transformative perspective is motivated by the fact that education needs to be adapted to the student's prior knowledge and developed in relation to the student group. Given the academisation of education and the new student groups, this is a necessity. The empirical data consists of video recordings of teacher groups' conversations at three Swedish universities. The conversations were conducted as so-called collective remembering interviews, a method to stimulate the participants' memory through social interaction, and focused on addressing issues on how the degree project-course in teacher education has changed over time. Topic analysis was used to analyze the conversations in order to identify common descriptions and expressions among the teachers. The result highlights great similarities in how the degree project-course has changed over time, both from a deliberative and a transformative perspective. The course is characterized by a “strong framing,” where the teachers have great control over the work through detailed instructions for the writing process and detailed templates for the text. This is justified by the fact that the education has been adapted based on the student teachers' lack of prior subject knowledge. The strong framing places high demands on continuous discussions between teachers about, for example, which tools the students have with them and which linguistic and textual tools are offered in the education. The teachers describe that such governance often leads to conflicts between teachers from different departments because reading and writing are always part of cultural contexts and are linked to different knowledge, traditions, and values. The problem that is made visible in this study raises questions about how students' opportunities to develop independence and make critical judgments in academic writing are affected if the writing becomes too controlled and if passing students becomes the main goal of education.

Keywords: formative assessment, academic writing, degree project, higher education, deliberative perspective, transformative perspective

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Authors: Jordan Shuler

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The goal of this study is to determine whether real-time language translation benefits ESL learners by contributing to overall equity in the classroom. Equity will be measured quantitatively through assessment performance and qualitatively through student survey. Two separate sections of students studying the same course will receive identical curriculum: one group, the control, will be taught in English and the other group in English with real-time translation into the students' first languages. The professor will use Microsoft Translator during lectures, in-class discussions, and Q&A time. The college is committed to finding new ways of teaching and learning, as outlined in Strategy 2022. If this research finds a positive relationship between language translation and student academic success, the technology will surely be encouraged for adoption by all George Brown College faculty. With greater acceptance, this technology could influence equity and pedagogy in the larger educational community.

Keywords: ESL learners, equity, innovative teaching strategies, language translation

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Authors: Aagesson, Ekstrand, Persson, Sallander

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A description of how a team of librarians at Linnaeus University Library in Sweden utilizes a pedagogical approach to deliver engaging digital workshops on information retrieval. The team consists of four librarians supporting three different faculties. The paper discusses the challenges faced in engaging students who may perceive information retrieval as a boring and difficult subject. The paper emphasizes the importance of motivation, inclusivity, constructive feedback, and collaborative learning in enhancing student engagement. By employing a two-librarian teaching model, maintaining a lighthearted approach, and relating information retrieval to everyday experiences, the team aimed to create an enjoyable and meaningful learning experience. The authors describe their approach to increase student engagement and learning outcomes through a three-phase workshop structure: before, during, and after the workshops. The "flipped classroom" method was used, where students were provided with pre-workshop materials, including a short film on information search and encouraged to reflect on the topic using a digital collaboration tool. During the workshops, interactive elements such as quizzes, live demonstrations, and practical training were incorporated, along with opportunities for students to ask questions and provide feedback. The paper concludes by highlighting the benefits of the flipped classroom approach and the extended learning opportunities provided by the before and after workshop phases. The authors believe that their approach offers a sustainable alternative for enhancing information retrieval knowledge among students at Linnaeus University.

Keywords: digital workshop, flipped classroom, information retrieval, interactivity, LIS practitioner, student engagement

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Authors: Handan Ertaş

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The subject of government reform which is started to be discussed all over the world today has also deeply affected Turkey. Turkey, who aims to come to the level of the developed countries and not to fall behind the change must immediately complete the reform issue. For this, the government needs to be redefined and changed in accordance with the new public administration. In the first part of this study, the new public administration reforms in the world are generally explained and then the reforms in Local Government Regulations in Turkey are evaluated with the method of Content Analysis.

Keywords: reform, local administration, neo-liberalism, globalisation

Procedia PDF Downloads 335

Authors: Jing Yuan, Hongwei Yang

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This paper aims to understand U.S. middle school students’ mathematics achievements by examining relevant student and school-level predictors. Through a variance component analysis, the study first identifies evidence supporting the use of multilevel modeling. Then, a multilevel analysis is performed under Bayesian statistical inference where prior information is incorporated into the modeling process. During the analysis, independent variables are entered sequentially in the order of theoretical importance to create a hierarchy of models. By evaluating each model using Bayesian fit indices, a best-fit and most parsimonious model is selected where Bayesian statistical inference is performed for the purpose of result interpretation and discussion. The primary dataset for Bayesian modeling is derived from the Program for International Student Assessment (PISA) in 2012 with a secondary PISA dataset from 2003 analyzed under the traditional ordinary least squares method to provide the information needed to specify informative priors for a subset of the model parameters. The dependent variable is a composite measure of mathematics literacy, calculated from an exploratory factor analysis of all five PISA 2012 mathematics achievement plausible values for which multiple evidences are found supporting data unidimensionality. The independent variables include demographics variables and content-specific variables: mathematics efficacy, teacher-student ratio, proportion of girls in the school, etc. Finally, the entire analysis is performed using the MCMCpack and MCMCglmm packages in R.

Keywords: Bayesian multilevel modeling, mathematics education, PISA, multilevel

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Authors: Hoong C. Chin, Soon H. Chew, Zhaoxia Wang

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Work on sustainable developments and the call for action in education for sustainable development have been ongoing for a number of years. Training engineering students with the relevant competencies, particularly in sustainable development literacy, has been identified as an urgent task in universities. This requires not only a holistic, multi-disciplinary approach to education but also a suitable training environment to develop the needed skills and to inculcate the appropriate attitudes in students towards sustainable development. To demonstrate how this can be done, a module involving an overseas field trip was introduced in 2013 at the National University of Singapore. This paper provides details of the module and describes its training philosophy and methods. Measured against the student learning outcomes, stipulated by the Engineering Accreditation Board, the module scored well on all of them, particularly those related to complex problem solving, environmental and sustainability awareness, multi-disciplinary team work and varied-level communications.

Keywords: civil engineering education, socio-economically sustainable infrastructure, student learning outcome, sustainable development

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Authors: Nazia Shehzad

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Language and art can supplement and correlate each other. Through the ages art has been a means of visual expression used to convey a wide series of incarnated ideas. Art can take the perceiver into different times and into different worlds. It can also be used to introduce different levels of vocabulary to the learners of a second language. Learning a second language for most students is a very difficult and strenuous experience. They are not only trying to accommodate to a new language but are also trying to adjust to themselves and a new environment. They are anxious about almost everything, but they are especially self-conscious about their performance in the classroom. By relocating the focus from the student to an object, everyone participates, thus waiving a certain degree of self-consciousness. The experience, a student has with art in the classroom has to be gratifying for both the student and the teacher. If the atmosphere in the classroom is too grave it will not serve any useful purpose. Art is an excellent way to teach English and encourage collaboration and interaction between students of all ages. As making art involves many different processes, it is wonderful for classification and following/giving instructions. It is also an effective way to achieve and implement language of characterization and comparison and vocabulary acquirement for the elements of design (shape, size, color, texture, tone etc.) is so much more entertaining if done in a practical and hands-on way. Expressing ideas and feelings through art is also of immeasurable value where students are at the beginning stages of English language acquisition and for many of my Saudi students it was a form of therapy. It is also a way to respect, search, examine and share the cultural traditions of different cultures, and of the students themselves. Art not only provides a field for ideas to keep aimless, meandering minds of students' busy but is also a productive tool to analyze English language in a new order. As an ESL teacher, using art is a highly compelling way to bridge the gap between student and teacher. It’s difficult to keep students concentrated, especially when they speak a different language. To get students to actually learn and explore something in your foreign language lesson, artwork is your best friend. Many teachers feel that through amalgamation of the arts into their academic lessons students are able to learn more profoundly because they use diverse ways of thinking and problem solving. Teachers observe that drawing often retains students who might otherwise be dispassionate and can help students move ahead simple recall when they are asked to make connections and come up with an exclusive interpretation through an artwork or drawing. Students use observation skills when they are drawing, and this can help to persuade students who might otherwise remain silent or need more time to process information.

Keywords: amalgamation of arts, expressing ideas and feelings through arts, effective way to achieve and implement language, language and art can supplement and correlate each other

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Authors: Zahra Mirsanjari, Mohammad Reza Baradaran, Mehdi Rastegari Ghiri

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Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: Self-efficacy, teaching, EFL, teachers

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Authors: Laura E. Monroe

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As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students’ writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students’ academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations’ writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty’s native language, years taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.

Keywords: assessment, faculty, non-native English-speaking students, writing

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Authors: Iyanujesu Adereti, Tajudeen Basiru, Ayodamola Olanipekun

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Background: Substance abuse among adolescents is of public health concern globally. Despite being the most abused by adolescents, there are limited studies on the prevalence of alcohol use and cigarette smoking among adolescents in Mauritius. Objectives: To determine the prevalence of cigarette smoking, alcohol use and associated correlates among school-going adolescents in Mauritius. Methodology: Data obtained from 2017 WHO Global School-based Student Health Survey (GSHS) survey of 3,012 school-going adolescents in Mauritius was analyzed using STATA. Descriptive statistics were used to obtain prevalence. Bivariate and multivariate logistic regression analysis was used to evaluate predictors of cigarette smoking and alcohol use. Results: Prevalence of alcohol consumption and cigarette smoking were 26.0% and 17.1%, respectively. Smoking and alcohol use was more prevalent among males, younger adolescents, and those in higher school grades (p-value <.000). In multivariable logistic regression, male gender was associated with a higher risk of cigarette smoking (adjusted Odds Ratio (aOR) [95%Confidence Interval (CI)]= 1.51[1.06-2.14]) but lower risk of alcohol use (aOR[95%CI]= 0.69[0.53-0.90]) while older age (mid and late adolescence) and parental smoking were found to be associated with increased risk of alcohol use (aOR[95%CI]= 1.94[1.34-2.99] and 1.36[1.05-1.78] respectively). Marijuana use, truancy, being in a fight and suicide ideation were associated with increased odds of alcohol use (aOR[95%CI]= 3.82[3.39-6.09]; 2.15[1.62-2.87]; 1.83[1.34-2.49] and 1.93[1.38-2.69] respectively) and cigarette smoking (aOR[95%CI]= 17.28[10.4 - 28.51]; 1.73[1.21-2. 49]; 1.67[1.14-2.45] and 2.17[1.43-3.28] respectively) while involvement in sexual activity was associated with reduced risk of alcohol use (aOR[95%CI]= 0.50[0.37-0.68]) and cigarette smoking (aOR[95%CI]= 0.47[0.33-0.69]). Parental support and parental monitoring were uniquely associated with lower risk of cigarette smoking (aOR[95%CI]= 0.69[0.47-0.99] and 0.62[0.43-0.91] respectively). Conclusion: The high prevalence of alcohol use and cigarette smoking in this study shows the need for the government of Mauritius to enhance policies that will help address this issue putting into accounts the various risk and protective factors.

Keywords: adolescent health, alcohol use, cigarette smoking, global school-based student health survey

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Authors: M. E. Marwan, A. R. Madar, N. Fuad

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Mobile learning (m-learning) is a new method in teaching and learning process which combines technology of mobile device with learning materials. It can enhance student's engagement in learning activities and facilitate them to access the learning materials at anytime and anywhere. In Kolej Poly-Tech Mara (KPTM), this method is seen as an important effort in teaching practice and to improve student learning performance. The aim of this paper is to discuss the development of m-learning application called Mobile EEF Learning System (MEEFLS) to be implemented for Electric and Electronic Fundamentals course using Flash, XML (Extensible Markup Language) and J2ME (Java 2 micro edition). System Development Life Cycle (SDLC) was used as an application development approach. It has three modules in this application such as notes or course material, exercises and video. MEELFS development is seen as a tool or a pilot test for m-learning in KPTM.

Keywords: flash, mobile device, mobile learning, teaching and learning, SDLC, XML

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Authors: Riin Seema

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Guidance and counseling as a whole-school responsibility is a global trend. Counseling is a specific competence, that consist of cognitive, emotional, attitudinal, and behavioral components. To authors best knowledge, there are no self-assessment scales for teachers in the whole world to measure teachers’ counseling competency. In 2016 an Estonian scale on teachers counseling competence was developed during an Interdisciplinary Project at Tallinn University. The team consisted of 10 interdisciplinary students (psychology, nursery school, special and adult education) and their supervisor. In 2017 another international Interdisciplinary Project was carried out for adapting the scale in English for international students. Firstly, the Estonian scale was translated by 2 professional translators, and then a group of international Erasmus students (again from psychology, nursery school, special and adult education) selected the most suitable translation for the scale. The developed ‘Teacher’s Counselling Competence Self-Efficacy Scale’ measures teacher’s self-efficacy beliefs in their own competence to perform different counseling tasks (creating a counseling relationship, using different reflection techniques, etc.). The scale consists of 47 questions in a 5-point numeric scale. The scale is created based on counseling theory and scale development and validation theory. The scale has been used as a teaching and learning material for counseling courses by 174 Estonian and 10 international student teachers. After filling out the scale, the students also reflected on the scale and their own counseling competencies. The study showed that the scale is unidimensional and has an excellent Cronbach alpha coefficient. Student’s qualitative feedback on the scale has been very positive, as the scale supports their self-reflection. In conclusion, the developed ‘Teacher’s Counselling Competence Self-Efficacy Scale’ is a useful tool for supporting student teachers’ learning.

Keywords: competency, counseling, self-efficacy, teacher students

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Authors: Mark Edward S. Paulo

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This study was conducted to determine the extent of constructivist learning in science classes of the college department of Southville International School and Colleges. This explores the students’ assessment of their learning when professors would give lecture and various activities in the classroom and at the same time their perception on how their professors maintain a constructivist learning environment. In this study, a total of 185 students participated. These students were enrolled in Science courses offered in the first semester of AY 2014 to 2015. Descriptive correlational method was used in this study while simple random sampling technique was utilized in getting the number of target population. The results revealed that student often observed that their professors apply constructivist approach when teaching sciences. A positive correlation was found between students’ level of learning and extent of constructivism.

Keywords: college teaching, constructivism, pedagogy, student-centered approach

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Authors: Jonathan Glazzard

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National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills.

Keywords: formative assessment, summative assessment, feedback, marking

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Authors: G. Lingam, N. Lingam, K. Raghuwaiya

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The reported study focuses on pre-service teachers’ professional development during the teaching practice. The cohort studied comprised participants in their final year in the Bachelor of Arts and Bachelor of Science with Graduate Certificate in Education programmes of a university in Fiji. Analysis of the data obtained using a survey questionnaire indicates that overall, the pre-service teachers were satisfied with the practicum experience. This is assumed to demonstrate that the practicum experience contributed well towards their professional preparation for work expected of them in Fiji secondary schools. Participants also identified some concerns as needing attention. To conclude, the paper provides suggestions for improving the preparation of teachers by strengthening the identified areas of the practicum offered by the university. The study has implications for other teacher education providers in small developing island states and even beyond for the purpose of enhancing learning in student teachers’ for future work.

Keywords: pre-service, teacher education, practicum, teachers’ world of work, student teachers

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Authors: Zahra Mirsanjari

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Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: self-efficacy, English Language teaching, EFL teachers, language teachers and practitioners.

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Authors: Mirzahmedov Ismoiljon Karimjon Ugli, Juraeva Shakhnoza Abdumalik Kizi

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The article deals with the current scientific problems of natural geography related to the development of new pedagogical technologies and their implementation in the educational process. The use of recommended interactive methods in independent study is considered very effective and is a very useful method for students, especially for students who work more on themselves. Today's demand is to make young people talented, intelligent, innovative, as well as mature and well-rounded individuals, as a result of the work carried out in the field of education today. This is how creating tables of different contents and filling them out shows the student's talent and desire for innovation. Also, the techniques and methods necessary for today's student are shown, the role of the teacher in conducting lessons meaningfully, the suitability of the method used by the teacher for the lesson, factors affecting the quality of education, and natural issues of the use of methods based on the specific features of geography are highlighted.

Keywords: teaching methods, educational process, educational technologies, education, problem, didactics, natural geography

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Authors: Alexander Zibenberg, Rima’a Da’As

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According to the author’s knowledge, individuals are naturally inclined to classify people as leaders and followers. Individuals utilize cognitive structures or prototypes specifying the traits and abilities that characterize the effective leader (implicit leadership theories) and effective follower in an organization (implicit followership theories). Thus, the present study offers insights into understanding how teachers' personal values (self-enhancement and self-transcendence) explain the preference for styles of effective leader (i.e., principal) and assumptions about the traits and behaviors that characterize effective followers (i.e., student). Beyond the direct effect on perceptions of effective types of leader and follower, the present study argues that values may also interact with organizational and personal contexts in influencing perceptions. Thus authors suggest that teachers' managerial position may moderate the relationships between personal values and perception of the effective leader and follower. Specifically, two key questions are addressed in the present research: (1) Is there a relationship between personal values and perceptions of the effective leader and effective follower? and (2) Are these relationships stable or could they change across different contexts? Two hundred fifty-five Israeli teachers participated in this study, completing questionnaires – about the effective student and effective principal. Results of structural equations modeling (SEM) with maximum likelihood estimation showed: first: the model fit the data well. Second: researchers found a positive relationship between self-enhancement and anti-prototype of the effective principal and anti-prototype of the effective student. The relationship between self-transcendence value and both perceptions were found significant as well. Self-transcendence positively related to the way the teacher perceives the prototype of the effective principal and effective student. Besides, authors found that teachers' managerial position moderates these relationships. The article contributes to the literature both on perceptions and on personal values. Although several earlier studies explored issues of implicit leadership theories and implicit followership theories, personality characteristics (values) have garnered less attention in this matter. This study shows that personal values which are deeply rooted, abstract motivations that guide justify or explain attitudes, norms, opinions and actions explain differences in perception of the effective leader and follower. The results advance the theoretical understanding of the relationship between personal values and individuals’ perceptions in organizations. An additional contribution of this study is the application of the teacher's managerial position to explain a potential boundary condition of the translation of personal values into outcomes. The findings suggest that through the management process in the organization, teachers acquire knowledge and skills which augment their ability (beyond their personal values) to predict perceptions of ideal types of principal and student. The study elucidates the unique role of personal values in understanding an organizational thinking in organization. It seems that personal values might explain the differences in individual preferences of the organizational paradigm (mechanistic vs organic).

Keywords: implicit leadership theories, implicit followership theories, organizational paradigms, personal values

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Authors: Ashley Hobson, Ashley Efaw

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Professionalism is an essential skill for clinicians, particularly for Occupational Therapy Providers (OTPs). The World Federation of Occupational Therapy (WFOT) Guiding Principles for Ethical Occupational Therapy and American Occupational Therapy Association (AOTA) Code of Ethics establishes expectations for professionalism among OTPs, emphasizing its importance in the field. However, the teaching and assessment of professionalism vary across OTP programs. The flexibility provided by the country standards allows programs to determine their own approaches to meeting these standards, resulting in inconsistency. Educators in both academic and fieldwork settings face challenges in objectively assessing and providing feedback on student professionalism. Although they observe instances of unprofessional behavior, there is no standardized assessment measure to evaluate professionalism in OTP students. While most students are committed to learning and applying professionalism skills, they enter OTP programs with varying levels of proficiency in this area. Consequently, they lack a uniform understanding of professionalism and lack an objective means to self-assess their current skills and identify areas for growth. It is crucial to explicitly teach professionalism, have students to self-assess their professionalism skills, and have OTP educators assess student professionalism. This approach is necessary for fostering students' professionalism journeys. Traditionally, there has been no objective way for students to self-assess their professionalism or for educators to provide objective assessments and feedback. To establish a uniform approach to professionalism, the authors incorporated professionalism content into our curriculum. Utilizing an operational definition of professionalism, the authors integrated professionalism into didactic, fieldwork, and capstone courses. The complexity of the content and the professionalism skills expected of students increase each year to ensure students graduate with the skills to practice in accordance with the WFOT Guiding Principles for Ethical Occupational Therapy Practice and AOTA Code of Ethics. Two professionalism assessments were developed based on the expectations outlined in the both documents. The Professionalism Self-Assessment allows students to evaluate their professionalism, reflect on their performance, and set goals. The Professionalism Assessment for Educators is a modified version of the same tool designed for educators. The purpose of this workshop is to provide educators with a framework and tools for assessing student professionalism. The authors discuss how to integrate professionalism content into OTP curriculum and utilize professionalism assessments to provide constructive feedback and equitable learning opportunities for OTP students in academic, fieldwork, and capstone settings. By adopting these strategies, educators can enhance the development of professionalism among OTP students, ensuring they are well-prepared to meet the demands of the profession.

Keywords: professionalism, assessments, student learning, student preparedness, ethical practice

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Authors: Nigel P. Coutts, Stellina Z. Sim

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Research suggests that the pedagogy we utilize when teaching mathematics contributes to a negative attitude towards the discipline. Worried by this, we have explored teaching mathematics for understanding, fluency, and confidence. We investigated strategies to engage students with the beauty of mathematics, moving them beyond mimicry and memorization. The result is an integrated pedagogy and curriculum arrangement which combines concept-based mathematics with Number Talks, Visible Thinking Routines, and Teaching for Understanding. Our qualitative research shows that students self-report greater self-confidence and heightened engagement with mathematical thinking. Teacher reflections on student learning echo this finding. As a result of this, we advocate for teacher training in the implementation of a concept-based curriculum supplemented with Number Talk strategies.

Keywords: mathematical thinking, teaching for understanding, student confidence, concept-based learning, engagement

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Authors: V. Argyropoulos, M. Nikolaraizi, K. Tanou

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There is little available information concerning the cognitive and communicative abilities of the people who are deaf-blind. This mainly stems from the general inadequacy of existing assessment instruments employed with deafblind individuals. Although considerable variability exists with regard to cognitive capacities of the deaf-blind, careful examination of the literature reveals that the majority of these persons suffer from significant deficits in cognitive and adaptive functioning. The few reports available primarily are case studies, narrative program descriptions, or position papers by workers in the field. Without the objective verification afforded by controlled research, specialists in psychology, education, and other rehabilitation services must rely on personal speculations or biases to guide their decisions in the planning, implementation, and evaluation of services to deaf-blind children and adults. This paper highlights the framework and discusses the results of an action research network. The aim of this study was twofold: a) to describe and analyse the different ways in which a student with deafblindness approached a number of developmental issues such as novel tasks, exploration and manipulation of objects, reactions to social stimuli, motor coordination, and quality of play and b) to map the appropriate functional approach for the specific student that could be used to develop strategies for classroom participation and socialization. The persons involved in this collaborative action research scheme were general teachers, a school counsellor, academic staff and student teachers. Rating scales and checklists were used to gather information in natural activities and settings, and additional data were also obtained through interviews with the educators of the student. The findings of this case study indicated that there is a great need to focus on the development of effective intervention strategies. The results showed that the identification of positive reinforcers for this population might represent an important and challenging aspect of behaviour programmes. Finally, the findings suggest that additional empirical work is needed to increase attention to methodological and social validity issues.

Keywords: action research, cognitive and communicative abilities, deafblindness, effective strategies

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Authors: Martina Dickson, Lilly Tennant

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The young Emirati female university students of today are the first generation of women in the UAE for whom higher education as become not only a possibility, but almost an expectation. Young women in the UAE today make up around 77% of students in higher education institutes in the country. However, the societal expectations placed upon these women in terms of early marriage, child-bearing and rearing are similar to those placed upon their mothers and grandmothers in a time where women were not expected to go to university. A large proportion of female university students in the UAE are mothers of young children, or become mothers whilst at the university. This creates a challenging situation for young student mothers, where two weeks’ maternity leave is typical across institutions. The context of this study is in one such institution in the UAE. We have employed a mixed method approach to gathering interview data from twenty mothers, and survey data from over one hundred mothers. The main findings indicate that mothers have strong desires for their institution to support them more, for example by the provision of nursery facilities and resting areas for new mothers, and giving them greater flexibility over course selections and schedules including the provision of online learning. However, the majority felt supported on a personal level by their tutors. The major challenges which they identified in returning to college after only two weeks’ leave included the inevitable health and lack of sleep issues when caring for a newborn, struggling to catch up with missed college work and handling their course load. We also explored the women's’ home support systems which were provided from a variety of extended family, spouses and paid domestic help.

Keywords: student mothers, challenges, supports, United Arab Emirates

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Authors: Cristina Galván-Fernández, Elena Barberà, Jingjing Zhang

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In recent years, MOOCs have been in the spotlight for its high drop-out rates, which potentially impact on the quality of the learning experience. This study attempts to explore how learning support can be used to keep student retention, and in turn to improve the quality of learning in MOOCs. In this study, the patterns of learning support were identified from a total of 4202592 units of video sessions, clickstream data of 25600 students, and 382 threads generated in 10 forums (optional and mandatory) in five different types of MOOCs (e.g. conventional MOOCs, professional MOOCs, and informal MOOCs). The results of this study have shown a clear correlation between the types of MOOCs, the design framework of the MOOCs, and the learning support. The patterns of tutor-peer interaction are identified, and are found to be highly correlated with student retention in all five types of MOOCs. In addition, different patterns of ‘good’ students were identified, which could potentially inform the instruction design of MOOCs.

Keywords: higher education, learning support, MOOC, retention

Procedia PDF Downloads 335