Search results for: impacting student learning outcomes

Authors: Ashi Gautam, Isha Shukla, Akhil Seghal

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Biosensors are analytical devices that use a biological sensing element to detect and measure a specific chemical substance or biomolecule in a sample. These devices are widely used in various fields, including medical diagnostics, environmental monitoring, and food analysis, due to their high specificity, sensitivity, and selectivity. In this research paper, a machine learning model is proposed for predicting the suitability of skin care products based on biosensor readings. The proposed model takes in features extracted from biosensor readings, such as biomarker concentration, skin hydration level, inflammation presence, sensitivity, and free radicals, and outputs the most appropriate skin care product for an individual. This model is trained on a dataset of biosensor readings and corresponding skin care product information. The model's performance is evaluated using several metrics, including accuracy, precision, recall, and F1 score. The aim of this research is to develop a personalised skin care product recommendation system using biosensor data. By leveraging the power of machine learning, the proposed model can accurately predict the most suitable skin care product for an individual based on their biosensor readings. This is particularly useful in the skin care industry, where personalised recommendations can lead to better outcomes for consumers. The developed model is based on supervised learning, which means that it is trained on a labeled dataset of biosensor readings and corresponding skin care product information. The model uses these labeled data to learn patterns and relationships between the biosensor readings and skin care products. Once trained, the model can predict the most suitable skin care product for an individual based on their biosensor readings. The results of this study show that the proposed machine learning model can accurately predict the most appropriate skin care product for an individual based on their biosensor readings. The evaluation metrics used in this study demonstrate the effectiveness of the model in predicting skin care products. This model has significant potential for practical use in the skin care industry for personalised skin care product recommendations. The proposed machine learning model for predicting the suitability of skin care products based on biosensor readings is a promising development in the skin care industry. The model's ability to accurately predict the most appropriate skin care product for an individual based on their biosensor readings can lead to better outcomes for consumers. Further research can be done to improve the model's accuracy and effectiveness.

Keywords: biosensors, data model, machine learning, skin care

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Authors: Raveendranath Veeramani, Sunil Jonathan Holla, Parkash Chand, Sunil Chumber

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Gray’s Anatomy for Students has been a well-appreciated book among undergraduate students of anatomy in Asia. However, the current curricular requirements of anatomy require a more focused and organized approach. The editors of the first South Asia edition of Gray’s Anatomy for Students hereby highlight the modifications and importance of this edition. There is an emphasis on active learning by making the clinical relevance of anatomy explicit. Learning anatomy in context has been fostered by the association between anatomists and clinicians in keeping with the emerging integrated curriculum of the 21st century. The language has been simplified to aid students who have studied in the vernacular. The original illustrations have been retained, and few illustrations have been added. There are more figure numbers mentioned in the text to encourage students to refer to the illustrations while learning. The text has been made more student-friendly by adding generalizations, classifications and summaries. There are useful review materials at the beginning of the chapters which include digital resources for self-study. There are updates on imaging techniques to encourage students to appreciate the importance of essential knowledge of the relevant anatomy to interpret images, due emphasis has been laid on dissection. Additional importance has been given to the cranial nerves, by describing their relevant details with several additional illustrations and flowcharts. This new edition includes innovative features such as set inductions, outlines for subchapters and flowcharts to facilitate learning. Set inductions are mostly clinical scenarios to create interest in the need to study anatomy for healthcare professions. The outlines are a modern multimodal facilitating approach towards various topics to empower students to explore content and direct their learning and include learning objectives and material for review. The components of the outline encourage the student to be aware of the need to create solutions to clinical problems. The outlines help students direct their learning to recall facts, demonstrate and analyze relationships, use reason to explain concepts, appreciate the significance of structures and their relationships and apply anatomical knowledge. The 'structures to be identified in a dissection' are given as Level I, II and III which represent the 'must know, desirable to know and nice to know' content respectively. The flowcharts have been added to get an overview of the course of a structure, recapitulate important details about structures, and as an aid to recall. There has been a great effort to balance the need to have content that would enable students to understand concepts as well as get the basic material for the current condensed curriculum.

Keywords: Grays anatomy, South Asia, human anatomy, students anatomy

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Authors: Karthik Mittal

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This study performs an unsupervised machine learning analysis to find clusters of related SNPs which highlight biological pathways that are important for the biological mechanisms of breast cancer. Studying genetic variations in isolation is illogical because these genetic variations are known to modulate protein production and function; the downstream effects of these modifications on biological outcomes are highly interconnected. After extracting the SNPs and their effect on different types of breast cancer using the MRBase library, two unsupervised machine learning clustering algorithms were implemented on the genetic variants: a k-means clustering algorithm and a hierarchical clustering algorithm; furthermore, principal component analysis was executed to visually represent the data. These algorithms specifically used the SNP’s beta value on the three different types of breast cancer tested in this project (estrogen-receptor positive breast cancer, estrogen-receptor negative breast cancer, and breast cancer in general) to perform this clustering. Two significant genetic pathways validated the clustering produced by this project: the MAPK signaling pathway and the connection between the BRCA2 gene and the ESR1 gene. This study provides the first proof of concept showing the importance of unsupervised machine learning in interpreting GWAS summary statistics.

Keywords: breast cancer, computational biology, unsupervised machine learning, k-means, PCA

Procedia PDF Downloads 132

Authors: Kathryn Watson

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In 2020 North Carolina passed legislation mandating all educators be trained in identifying, referring, and supporting students showing signs of mental health issues, drug use, suicidal ideation, and sex trafficking. This study collected survey responses from 226 educators in North Carolina to better understand their perspectives on the legislation and their self-efficacy in supporting student mental health needs. Key findings of the study reveal that the mandated trainings increased educator awareness of student mental health, and higher awareness was linked to higher self-efficacy in supporting student mental health needs. Additionally, the results showed that educators who identify as Black had lower levels of self-efficacy in supporting student mental health. Additionally, rural educators were least likely to support the legislation in comparison to their urban and suburban counterparts. These findings can help inform policymakers in evaluating the policy and district decision-makers in selecting and implementing school-based mental health training.

Keywords: school-based mental health, education policy, student health, North Carolina, K-12 education

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Authors: Martín Pratto Burgos

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The Engineering School of the University of the Republic in Uruguay offers an Introductory Mathematical Course from the second semester of 2019. This course has been designed to assist students in preparing themselves for math courses that are essential for Engineering Degrees, namely Math1, Math2, and Math3 in this research. The research proposes to build a model that can accurately predict the student's activity and academic progress based on their performance in the three essential Mathematical courses. Additionally, there is a need for a model that can forecast the incidence of the Introductory Mathematical Course in the three essential courses approval during the first academic year. The techniques used are Principal Component Analysis and predictive modelling using the Generalised Linear Model. The dataset includes information from 5135 engineering students and 12 different characteristics based on activity and course performance. Two models are created for a type of data that follows a binomial distribution using the R programming language. Model 1 is based on a variable's p-value being less than 0.05, and Model 2 uses the stepAIC function to remove variables and get the lowest AIC score. After using Principal Component Analysis, the main components represented in the y-axis are the approval of the Introductory Mathematical Course, and the x-axis is the approval of Math1 and Math2 courses as well as student activity three years after taking the Introductory Mathematical Course. Model 2, which considered student’s activity, performed the best with an AUC of 0.81 and an accuracy of 84%. According to Model 2, the student's engagement in school activities will continue for three years after the approval of the Introductory Mathematical Course. This is because they have successfully completed the Math1 and Math2 courses. Passing the Math3 course does not have any effect on the student’s activity. Concerning academic progress, the best fit is Model 1. It has an AUC of 0.56 and an accuracy rate of 91%. The model says that if the student passes the three first-year courses, they will progress according to the timeline set by the curriculum. Both models show that the Introductory Mathematical Course does not directly affect the student’s activity and academic progress. The best model to explain the impact of the Introductory Mathematical Course on the three first-year courses was Model 1. It has an AUC of 0.76 and 98% accuracy. The model shows that if students pass the Introductory Mathematical Course, it will help them to pass Math1 and Math2 courses without affecting their performance on the Math3 course. Matching the three predictive models, if students pass Math1 and Math2 courses, they will stay active for three years after taking the Introductory Mathematical Course, and also, they will continue following the recommended engineering curriculum. Additionally, the Introductory Mathematical Course helps students to pass Math1 and Math2 when they start Engineering School. Models obtained in the research don't consider the time students took to pass the three Math courses, but they can successfully assess courses in the university curriculum.

Keywords: machine-learning, engineering, university, education, computational models

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Authors: Julie Devine

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This presentation will look at the approaches to teaching grammar taken over two years with students studying Japanese in the last two years of high school. The main focus is an enquiry based approach to grammar introduction and a three tier system using videos and online support material to allow for differentiation and personalised learning in the classroom. The aim is to create space for motivated students to do some higher order activities using the target pattern to solve problems and create scenarios. Less motivated students have time to complete basic exercises and struggling students have some time with the teacher in smaller groups.

Keywords: differentiation, digital technologies, personalised learning plans, student engagement

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Authors: Hyeondal Jeong, Yoonjung Baek

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This study was carried out a meta-analysis on team workforce diversity and team outcomes. Using data from 3,534 teams in 13 studies conducted in team-level settings, we examined whether contextual factors at research local and team-size, influenced team outcomes of team workforce diversity. This meta-analytic examines the team workforce diversity and team outcomes. 13 studies included in the analysis are studies published from 2009 to 2014. We first examined the correlations between all types of diversity and team performance, significant result (Fisher`s Z = .112, k = 32, 95% CI = 0.039 to 0.183). After the analysis was conducted to moderating effect of research local (Republic of Korea=1, other area=0) and team-size. As a result, research local moderating effect had a significant but team-size was not supported. Based on the above findings suggest implications and future research directions.

Keywords: team workforce diversity, team outcomes, meta- analytic, cross-cultural research

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Authors: Naziema B. Jappie

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The objective of this study is to examine the relationship between college readiness characteristics and learning outcome assessment scores. About this, it is important to examine the first-year retention and success rate. In order to undertake this study, it will be necessary to look at proficiency levels on general and domain-specific knowledge and skills reflected on national benchmark test scores (NBT), in-college interventions and course-taking patterns. Preliminary results based on data from more than 1000 students suggest that there is a positive association between NBT scores and students’ 1st-year college GPA and their retention status. For example, 63% of students with a proficient level of math skills in the NBT had the highest level of GPA at the end of 1st-year of college in comparison to 56% of those who started with a primary or intermediate level, respectively. The retention rates among those with proficiency levels were also higher than those with basic or intermediate levels (98% vs. 93% and 88%, respectively). By the end of 3rd year in college, students with intermediate or proficient entering NBT math skills had 7% and 8% of dropout rate, compared to 14% for those started at primary level; a greater percentage of students qualified by the end of 3rd-year qualified among proficient students than that among intermediate or basic level students (50% vs. 44% and 27% respectively). The findings of this study added knowledge to the field in South Africa and are expected to help stakeholders and policymakers to better understand college learning and challenges for students with disadvantaged backgrounds and provide empirical evidence in support of related practices and policies.

Keywords: assessment, data analysis, performance, proficiency, policy, student success

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Authors: Arvind Lal, Chumphila Bhutia, Bidhan Pradhan, Retika Sharma, Monisha Limboo

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There have been many proposals to optimize the students’ management system in higher education. Managing student attendance during lecture periods have become a difficult challenge. Manual calculation of attendance produces errors and wastes a lot of time. This proposed system manages the student’s attendance in a web portal and the records of the attendance will be stored in a database. The attendance of the students will be further forwarded to their HOD (Head OF Department), class teacher and their parents/guardians. This system will use MySQL for the database. The template of the website will be built using HTML and CSS (Cascading StyleSheet) code. JavaScript will be added to improve the use of the system. Student’s details will be stored in the database. Also, it will contain the details of the teachers according to their subjects and the classes they teach. The system will be responsive which can be used in mobile phones. Also, the development of this project will be user-friendly by facilitating with clear and understandable tabs. Hence, this website will be beneficial to institutes.

Keywords: website, student's attendance, MySQL database, HTML, CSS, PHP, JavaScript

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Authors: Sulaiman Almutairy, Trevor Davies, Yota Dimitriadi

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This paper presents study investigating how to understand better the psychological readiness for mobile learning (m-learning) among Saudi students, while also evaluating m-learning in Saudi Arabia-a topic that has not yet received adequate attention from researchers. Data was acquired through a questionnaire administered to 131 Saudi students at UK universities, in July 2013. The study confirmed that students are confident using mobile devices in their daily lives and that they would welcome more opportunities for mobile learning. The findings indicated that Saudi higher education students are highly familiar with, and are psychologically ready for, m-learning.

Keywords: m-learning, mobile technologies, psychological readiness, higher education

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Authors: Abrar Ajmal

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This quantitative study explored elementary school teachers' pedagogical content knowledge and effects on grade 8 students' achievement in Punjab, Pakistan. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion seems less common currently. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers' knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female pupils demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners alike can spur systemic improvements. Ultimately, the fire line confirms the interrelations between teachers' multifaceted knowledge and student success.

Keywords: pedagogical knowledge, academic achievement, teacher gender differences, student gender differences, empowering instruction

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Authors: Nada Alghali

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Translanguaging pedagogy suggests a new perspective in language education relating to multilingualism; multilingual learners have one linguistic repertoire and not two or more separate language systems (García and Wei, 2014). When learners translanguage, they are able to draw on all their language features in a flexible and integrated way (Otheguy, García, & Reid, 2015). In the Foreign Language Classroom, however, the tendency to use the target language only is still advocated as a pedagogy. This study attempts to enable learners in the English as a foreign language classroom to draw on their full linguistic repertoire through collaborative reading lessons. In observations prior to this study, in a classroom where English only policy prevails, learners still used their first language in group discussions yet were constrained at times by the teacher’s language policies. Through strategically enabling translanguaging in reading lessons (Celic and Seltzer, 2011), this study has revealed that learners showed creative ways of language use for learning and reflected positively on thisexperience. This case study enabled two groups in two different proficiency level classrooms who are learning English as a foreign language in their first year at University in Saudi Arabia. Learners in the two groups wereobserved over six weeks and wereasked to reflect their learning every week. The same learners were also interviewed at the end of translanguaging weeks after completing a modified model of the learning reflection (Ash and Clayton, 2009). This study positions translanguaging as collaborative and agentive within a sociocultural framework of learning, positioning translanguaging as a resource for learning as well as a process of learning. Translanguaging learning episodes are elicited from classroom observations, artefacts, interviews, reflections, and focus groups, where they are analysed qualitatively following the sociocultural discourse analysis (Fairclough &Wodak, 1997; Mercer, 2004). Initial outcomes suggest functions of translanguaging in collaborative reading tasks and recommendations for a collaborative translanguaging pedagogy approach in the EFL classroom.

Keywords: translanguaging, EFL, sociocultural theory, discourse analysis

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Authors: Christopher Lama, Alix Rieser, Aleksandra Molchanova, Charles Thangaraj

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New technologies like Tesla’s Dojo have made high-performance embedded computing more available. Although automobile computing has developed and benefited enormously from these more recent technologies, the costs are still high, prohibitively high in some cases for broader adaptation, particularly for the after-market and enthusiast markets. This project aims to implement a Raspberry Pi-based low-power (under one hundred Watts) highly mobile computing cluster for a neural network. The computing cluster built from off-the-shelf components is more affordable and, therefore, makes wider adoption possible. The paper describes the design of the neural network, Raspberry Pi-based cluster, and applications the cluster will run. The neural network will use input data from sensors and cameras to project a live view of the road state as the user drives. The neural network will be trained to predict traffic behavior and generate warnings when potentially dangerous situations are predicted. The significant outcomes of this study will be two folds, firstly, to implement and test the low-cost cluster, and secondly, to ascertain the effectiveness of the predictive AI implemented on the cluster.

Keywords: CS pedagogy, student research, cluster computing, machine learning

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Authors: Stephanie Al Otaiba, Kyle Roberts

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Background and Significance Globally far too many students read below grade level; thus improving literacy outcomes is vital. Research suggests that non-cognitive factors, including Social and Emotional Learning (SEL) are linked to success in literacy outcomes. Converging evidence exists that early interventions are more effective than later remediation; therefore teachers need strategies to support early literacy while developing students’ SEL and their vocabulary, or language, for learning. This presentation describe findings from a US federally-funded project that trained teachers to provide an evidence-based read-aloud program for young children, using commercially available books with multicultural characters and themes to help their students “GROW”. The five GROW SEL themes include: “I can name my feelings”, “I can learn from my mistakes”, “I can persist”, “I can be kind to myself and others”, and “I can work toward and achieve goals”. Examples of GROW vocabulary (from over 100 words taught across the 5 units) include: emotions, improve, resilient, cooperate, accomplish, responsible, compassion, adapt, achieve, analyze. Methodology This study used a mixed methods research design, with qualitative methods to describe data from teacher feedback surveys (regarding satisfaction, feasibility), observations of fidelity of implementation, and with quantitative methods to assess the effect sizes for student vocabulary growth. GROW Intervention and Teacher Training Procedures Researchers trained classroom teachers to implement GROW. Each thematic unit included four books, vocabulary cards with images of the vocabulary words, and scripted lessons. Teacher training included online and in-person training; researchers incorporated virtual reality videos of instructors with child avatars to model lessons. Classroom teachers provided 2-3 20 min lessons per week ranging from short-term (8 weeks) to longer-term trials for up to 16 weeks. Setting and Participants The setting for the study included two large urban charter schools in the South. Data was collected across two years; during the first year, participants included 7 kindergarten teachers and 108 and the second year involved an additional set of 5 kindergarten and first grade teachers and 65 students. Initial Findings The initial qualitative findings indicate teachers reported the lessons to be feasible to implement and they reported that students enjoyed the books. Teachers found the vocabulary words to be challenging and important. They were able to implement lessons with fidelity. Quantitative analyses of growth for each taught word suggest that students’ growth on taught words ranged from large (ES = .75) to small (<.20). Researchers will contrast the effects for more and less successful books within the GROW units. Discussion and Conclusion It is feasible for teachers of young students to effectively teach SEL vocabulary and themes during shared book reading. Teachers and students enjoyed the books and students demonstrated growth on taught vocabulary. Researchers will discuss implications of the study and about the GROW program for researchers in learning sciences, will describe some limitations about research designs that are inherent in school-based research partnerships, and will provide some suggested directions for future research and practice.

Keywords: early literacy, learning science, language and vocabulary, social and emotional learning, multi-cultural

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Authors: Muna Al-Siyabi

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When students bring mobile devices into the classrooms, they are frequently viewed as distractions from their daily educational practices rather than developing the twenty-first century skills. Such skills may involve sorting and extracting information, solving problems and evaluating results. Mobile devices, such as smartphones and tablets, have great potential for learning. Currently, schools and universities are embracing these devices with the aim of enhancing education. In Oman, mobile technologies have been introduced in the last ten years in two private schools to keep pace with the technological advancement. The researcher set out to examine the benefits and challenges of employing mobile learning in these two schools with the aim to inform the implementation of mobile technologies in more schools in Oman. The total of 16 teachers and 237 students responded to questionnaires, and 7 teachers and three student focus groups (of 13 students) were involved in interviews to explore how mobile technologies are used in these two schools. The questionnaires indicated that 87.5% of the sample teachers considered mobile learning helpful for learning and teaching. The teachers believed that mobile learning could promote learning, help teaching, offer vast resources, motivate students and save lesson time. Moreover, interviews with the teachers showed that mobile learning could offer several benefits like immediacy, saving lesson time, supporting differentiation, opportunities to learn anywhere, showing understanding, and offering vast resources. Most of the sample were also facing technical and classroom management challenges when employing mobile technologies in their lessons. In the interviews, most teachers complained of the difficulty to control their classes when they had mobile devices, which distracted their attention and understanding. They reported that their students were distracted by games and they needed to be trained to use mobile technologies for educational purposes. Most teachers recommended that certain parameters or restrictions should be established in any mobile learning project that restrict the usage of mobile technologies to educational purposes. In addition, teachers also emphasised that students needed to be trained on the advantages and limitations of mobile technologies. Teachers were also recommending that pedagogical training for using mobile technologies should be considered when implementing mobile learning in schools. These findings reveal that although of the challenges of managing their classes, teachers believe that mobile learning has great potential for learning. These results imply that mobile learning can be effectively implemented in school in Oman if certain factors and restrictions are considered.

Keywords: effective implementation, challenges, mobile learning, opportunities

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Authors: Chryssi Vitsilaki, Apostolos Kostas, Ilias Efthymiou

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This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control.

Keywords: distance education, e-learning, life-long programs, synchronous/asynchronous learning

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Authors: Piyanut Suchit

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The purposes of this study was to investigate students’ satisfaction learning with the web based instruction on the puppet show. The population of this study includes 53 students in the Program of Library and Information Sciences who registered in the subject of Puppet for Assisting Learning Development in semester 2/2011, Suansunandha Rajabhat University, Bangkok, Thailand. The research instruments consist of web based instruction on the puppet show, and questionnaires for students’ satisfaction. The research statistics includes arithmetic mean, and standard deviation. The results revealed that the students reported very high satisfaction with mean = 4.63, SD = 0.52, on the web based instruction.

Keywords: puppet show, web based instruction, satisfaction, Suansunandha Rajabhat University

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Authors: Al Huuskonen, Clio Lake, K. M. Naude, Polina Petlitsyna, Sorsha Henning, Julia Wimmers-Klick

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This project presents the outcomes of a community-based participatory action initiative aimed at advocating for equitable healthcare and human rights for trans, two-spirit, and gender-diverse individuals, building upon the University of British Columbia (UBC) Trans Coalition's ongoing efforts. Participatory Action Research (PAR) was chosen as the research method with the goal of improving trans rights on the UBC campus, particularly regarding equitable access to healthcare. PAR involves active community contribution throughout the research process, which in this case was done by way of liaising with student resource groups and advocacy leaders. The goals of this project were as follows: a) identify gaps in gender-affirming healthcare for UBC students by consulting the community and collaborating with UBC services, b) develop an information package outlining provincial and university-based health insurance for gender-affirming care (including hormone therapy and surgeries), FAQs, and resources for UBC's trans students, c) make this package available to UBC students and other national transgender advocacy organizations. The initiative successfully expanded the UBC AMS Student Health and Dental Plan to include gender-affirming procedural coverage, developed a care access guide for students, and advocated for improved health records inclusivity, mechanisms for trans students to report negative care experiences, and increased access to gender-affirming primary care through the on-campus health clinic. Collaboration with other universities' pride organizations and Trans Care BC yielded positive outcomes through broader coalition building and resource sharing. Ongoing efforts are underway to update provincial policies, particularly through expanding coverage under fair pharma care and addressing the compounding effects of the primary care crisis for trans individuals. The project's tangible results include improved trans rights on campus, especially in terms of healthcare access. Expanding healthcare coverage through student care benefits thousands of students, making the ability to undergo important affirming procedures more affordable. Providing students with information on extended coverage options and communication with their doctors further removes barriers to care and positively impacts student wellbeing. This initiative demonstrates the effectiveness of community-based participatory action in advancing equitable healthcare for trans and gender-diverse individuals and serves as a model for other institutions and organizations striving to promote inclusivity and advocate for marginalized populations' rights.

Keywords: equitable healthcare, trans and gender-diverse individuals, inclusivity, participatory action research project

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Authors: Yannis Stavrakakis, Damian Gordon

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Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios.

Keywords: critical thinking, ethical scenarios, formative assessment, reflective practice

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Authors: Chelali Mohammed

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In the context of the application of the competency-based approach in the system educational Algeria, the price of physical education and sport must privilege the acquisition of learning approaches and especially the approach science, which from problem situations, research and develops him information processing and application of knowledge and know-how in new situations in the words of ‘JOHN DEWEY’ ‘learning by practice’. And to achieve these goals and make teaching more EPS motivating, consistent and concrete, it is appropriate to perform a pedagogical approach freed from the constraints and open to creativity and student-centered in the light of the competency approach adopted in the formal curriculum. This approach is not unusual, but we think it is a highly professional nature requires the competence of the teacher.

Keywords: approach competencies, physical, education, teachers

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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: Aicha Akrout, Amira Echtioui, Mohamed Ghorbel

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Pneumonia remains a significant global health concern, posing a substantial threat to human lives due to its contagious nature and potentially fatal respiratory complications caused by bacteria, fungi, or viruses. The reliance on chest X-rays for diagnosis, although common, often necessitates expert interpretation, leading to delays and potential inaccuracies in treatment. This study addresses these challenges by employing transfer learning techniques to automate the detection of lung diseases, with a focus on pneumonia. Leveraging three pre-trained models, VGG-16, ResNet50V2, and MobileNetV2, we conducted comprehensive experiments to evaluate their performance. Our findings reveal that the proposed model based on VGG-16 demonstrates superior accuracy, precision, recall, and F1 score, achieving impressive results with an accuracy of 93.75%, precision of 94.50%, recall of 94.00%, and an F1 score of 93.50%. This research underscores the potential of transfer learning in enhancing pneumonia diagnosis and treatment outcomes, offering a promising avenue for improving healthcare delivery and reducing mortality rates associated with this debilitating respiratory condition.

Keywords: chest x-ray, lung diseases, transfer learning, pneumonia detection

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Authors: J. N. Anene, A. A. Bello, C. C. Anene

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The paper carried out a comparative study of the challenges of e-learning in Nigerian universities. The purpose of the study was to determine if there was a significant difference in the challenges faced by students in e-learning in Nigerian Universities. A total of two hundred and twenty-eight students from nine universities constituted the sample for the study. A simple random sampling technique was employed in selecting thirty–two students from one of each university in the six geo-political zones of Nigeria. The questionnaire based on 'yes or no' and column charts constituted the instrument employed in the study. Percentages were used to analyse 'yes or no' while column charts were used to compare responds of the students. The finding of the study revealed that majority of students in all the universities under study claimed that their universities lacked appropriate software, that good quality educational content online was lacking, they also agreed that sustainability of e-learning was not prioritized, that they had no access to appropriate content for ICT-enhanced learning and training and that they had access to affordable and reliable computers. For lecturers, the computer certification should be the first on the list of promotion requirements. The finding of the study revealed that students from seven out of nine universities confirmed that their universities lack of appropriate software whereas the other two claimed that they have appropriate software. Also, out of nine universities, two disagreed to the fact that good quality educational content online lacked, whereas seven agreed that they lacked good quality educational content online. The finding of the study also revealed that most of the respondents in almost all the university under study agreed that sustainability of e-learning was not prioritized. The study recommended among other that the Nigerian Government should make concerted effort to provide the enablement for all lecturers and students to become computer literate. This should be done within a time frame, and at the end of the computer course, certificates should be issued, and no student should graduate in his or her field of study without passing the computer course.

Keywords: e-learning, developing countries, computer literacy, ICT

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Authors: R. W. Chan, Kan Kan Chan

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Augmented Reality (AR), with the affordance of bridging between real world and virtual world, brings users immersive experience. It has been applied in education gradually and even come into practice in student daily learning. However, a systematic review shows that there are limited researches in the area of vocabulary acquisition in early childhood education. Since kindergarten is a key stage where children acquire language and AR as an emerging and potential technology to support the vocabulary acquisition, this study aims to explore its value in in real classroom with teacher’s view. Participants were a class of 5 to 6 years old kids studying in a Macau school that follows Cambridge curriculum and emphasizes multicultural ethos. There were 11 boys, 13 girls, and in a total of 24 kids. They learnt animal vocabulary using mobile device and AR flashcards, IPad to scan AR flashcards and interact with pop-up virtual objects. In order to estimate the effectiveness of using Augmented Reality, children attended vocabulary pre-posttest. In addition, teacher interview was administrated after this learning activity to seek practitioner’s opinion towards this technology. For data analysis, paired samples t-test was utilized to measure the instructional effect based on the pre-posttest data. Result shows that Augmented Reality could significantly enhance children vocabulary learning with large effect size. Teachers indicated that children enjoyed the AR learning activity but clear instruction is needed. Suggestions for the future implementation of vocabulary acquisition using AR are suggested.

Keywords: augmented reality, kindergarten children, vocabulary learning, Macau

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Authors: Carin Chuang, Kuan-Chou Chen

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An Enterprise Resource Planning (ERP) system is an integrated information system that supports the seamless integration of all the business processes of a company. Implementing an ERP system can increase efficiencies and decrease the costs while helping improve productivity. Many organizations including large, medium and small-sized companies have already adopted an ERP system for decades. Although ERP system can bring competitive advantages to organizations, the lack of proper training approach in ERP implementation is still a major concern. Organizations understand the importance of ERP training to adequately prepare managers and users. The low return on investment, however, for the ERP training makes the training difficult for knowledgeable workers to transfer what is learned in training to the jobs at workplace. Inadequate and inefficient ERP training limits the value realization and success of an ERP system. That is the need to call for a profound change and innovation for ERP training in both workplace at industry and the Information Systems (IS) education in academia. The innovated ERP training approach can improve the users’ knowledge in business processes and hands-on skills in mastering ERP system. It also can be instructed as educational material for IS students in universities. The purpose of the study is to examine the use of ERP simulation games via the ERPsim system to train the IS students in learning ERP implementation. The ERPsim is the business simulation game developed by ERPsim Lab at HEC Montréal, and the game is a real-life SAP (Systems Applications and Products) ERP system. The training uses the ERPsim system as the tool for the Internet-based simulation games and is designed as online student competitions during the class. The competitions involve student teams with the facilitation of instructor and put the students’ business skills to the test via intensive simulation games on a real-world SAP ERP system. The teams run the full business cycle of a manufacturing company while interacting with suppliers, vendors, and customers through sending and receiving orders, delivering products and completing the entire cash-to-cash cycle. To learn a range of business skills, student needs to adopt individual business role and make business decisions around the products and business processes. Based on the training experiences learned from rounds of business simulations, the findings show that learners have reduced risk in making mistakes that help learners build self-confidence in problem-solving. In addition, the learners’ reflections from their mistakes can speculate the root causes of the problems and further improve the efficiency of the training. ERP instructors teaching with the innovative approach report significant improvements in student evaluation, learner motivation, attendance, engagement as well as increased learner technology competency. The findings of the study can provide ERP instructors with guidelines to create an effective learning environment and can be transferred to a variety of other educational fields in which trainers are migrating towards a more active learning approach.

Keywords: business simulations, ERP implementation training, ERPsim, game-based learning, instructional strategy, training innovation

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Authors: Zhou Hong, Gu Xiao-Qing, Lıu Hong-Jiao, Leng Jing

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Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations.

Keywords: seamless learning, flipped classroom, seamless-flipped environment, language learning model

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Authors: Amira Potter

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Since three years, ESPRIT has adopted project-based learning across its curricula. The philosophy behind this reform is to prepare its future engineers to become more operational once they integrate the workplace. It allows them to learn all the required skills expected from them by their future employers. This learner-centered method helps the students take responsibility for their own learning, solve real-world problems and carry out muli-faceted projects. Therefore, the teacher who used to be considered as the detainer of the knowledge has become more of a facilitator and a coach, encouraging their students’ learning process. This innovative way to English teaching has enabled the students to learn the English language differently. The target language is learnt cooperatively through group work, presentations, debating and many other communicative activities. The speaking skill in English language remains by far the most challenging skill for Tunisian students with an educational background based on Arabic as a first language and French as a second language. The student’s initial resistance to speak English in front of their classmates and the way they end up performing their work, shows the real progress they managed to achieve through PBL approach. The article will focus on the positive impact PBL has had on oral fluency among Esprit engineering students and how it has been achieved. It will also describe how speaking skill is taught and assessed at ESPRIT.

Keywords: cooperative, engineer, innovative, project-based learning

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Authors: Ademola Ibukunolu Atanda, Gbenga Nathaniel Adeola

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The study examined awareness of child rights as a determinant of effective student personnel services in public secondary schools in Southwestern Nigeria. It was survey research. The sample comprised 433 teachers, 137 school administrators, and 968 students who were drawn by simple random sampling techniques. The respondents were given copies of questionnaires tagged “school administrator/teacher’s awareness of child’s rights and student personnel services elements inventory.” Key Informant Interview (KII) was also employed. The data were analysed using frequency count, percentages, weighted average, grand mean, standard deviation, and Pearson Product Moment Correlation, while KII was qualitatively analysed. The findings of the study revealed that public secondary school administrator awareness of child rights was at a moderate level, but the awareness of child rights was low among the teachers. The study equally revealed that student personnel services are moderately provided in public secondary schools in Southwestern Nigeria, but security remains a major challenge. It was also found that there was a significant relationship between awareness of child rights and effective student personnel services. It was therefore recommended, based on the findings, that attention should be given to heightening awareness of child rights among public secondary school administrators and teachers for effective student personnel services. Copies of the Child Right Act 2003 should also be made available in all public secondary schools in Southwestern Nigeria, as the study revealed that the documents were not available.

Keywords: student personnel, child right, administrator awareness, practice of child right

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Authors: Sultan Ghaleb Aldaihani

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- The environment in which educational leadership takes place is becoming increasingly complex due to factors like globalization and rapid technological change. - This is creating a "leadership gap" where the complexity of the environment outpaces the ability of leaders to effectively respond. - Educational leadership involves guiding teachers and the broader school system towards improved student learning and achievement. 2. Implications of Artificial Intelligence (AI) in Educational Leadership: - AI has great potential to enhance education, such as through intelligent tutoring systems and automating routine tasks to free up teachers. - AI can also have significant implications for educational leadership by providing better information and data-driven decision-making capabilities. - Computer-adaptive testing can provide detailed, individualized data on student learning that leaders can use for instructional decisions and accountability. 3. Enhancing Decision-Making Processes: - Statistical models and data mining techniques can help identify at-risk students earlier, allowing for targeted interventions. - Probability-based models can diagnose students likely to drop out, enabling proactive support. - These data-driven approaches can make resource allocation and decision-making more effective. 4. Improving Efficiency and Productivity: - AI systems can automate tasks and change processes to improve the efficiency of educational leadership and administration. - Integrating AI can free up leaders to focus more on their role's human, interactive elements.

Keywords: Education, Leadership, Technology, Artificial Intelligence

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Authors: John Zanetich

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Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated ‘high-impact.’ High-Impact Practices (HIPs) such as, learning communities, community based projects, research, internships, study abroad and culminating senior experience, share several traits bin common: they demand considerable time and effort, learning occurs outside of the classroom, and they require meaningful interactions between faculty and students, they encourage collaboration with diverse others, and they provide frequent and substantive feedback. As a result of experiential learning in these practices, participation in these practices can be life changing. High impact learning helps individuals locate tacit knowledge, and build mental models that support the accumulation of knowledge. On-going learning from experience and knowledge conversion provides the individual with a way to implicitly organize knowledge and share knowledge over a lifetime. Knowledge conversion is a knowledge management component which focuses on the explication of the tacit knowledge that exists in the minds of students and that knowledge which is embedded in the process and relationships of the classroom educational experience. Knowledge conversion is required when working with tacit knowledge and the demand for a learner to align deeply held beliefs with the cognitive dissonance created by new information. Knowledge conversion and tacit knowledge result from the fact that an individual's way of knowing, that is, their core belief structure, is considered generalized and tacit instead of explicit and specific. As a phenomenon, tacit knowledge is not readily available to the learner for explicit description unless evoked by an external source. The development of knowledge–related capabilities such as Aggressive Development of Tacit Knowledge (ADTK) can be used in experiential educational programs to enhance knowledge, foster behavioral change, improve decision making, and overall performance. ADTK allows the student in HIPs to use their existing knowledge in a way that allows them to evaluate and make any necessary modifications to their core construct of reality in order to amalgamate new information. Based on the Lewin/Schein Change Theory, the learner will reach for tacit knowledge as a stabilizing mechanism when they are challenged by new information that puts them slightly off balance. As in word association drills, the important concept is the first thought. The reactionary outpouring to an experience is the programmed or tacit memory and knowledge of their core belief structure. ADTK is a way to help teachers design their own methods and activities to unfreeze, create new learning, and then refreeze the core constructs upon which future learning in a subject area is built. This paper will explore the use of ADTK as a technique for knowledge conversion in the classroom in general and in HIP programs specifically. It will focus on knowledge conversion in curriculum development and propose the use of one-time educational experiences, multi-session experiences and sequential program experiences focusing on tacit knowledge in educational programs.

Keywords: tacit knowledge, knowledge management, college programs, experiential learning

Procedia PDF Downloads 250