Search results for: televised elementary school learning

Authors: Mine Cekin

Abstract:

Self-regulated learning (SRL), which can be defined as learning that takes place when an individual is an active controller over his cognition, behavior, and motivation in the learning process, seems to be an essential educational goal. However, it is asserted that students need an assistance to become self-regulated learners. Therefore, teachers appear to play an important role in the introduction of SRL. Even though the importance of SRL has been shown by many researchers, the issue of how teachers can introduce it in a classroom environment needs to be investigated thoroughly. When it comes to mathematics learning particularly, it seems really difficult to associate this area with self-regulated learning because of the fact that it is mainly seen as a domain that is overwhelmingly memorizing written notations. As a result, self-regulated learning in mathematics education and what roles teachers have seem to deserve a significant attention. In this study, the significance of SRL and the roles of teachers in promoting SRL in the field of mathematics education particularly with the help of current literature have been highlighted. Some of the roles of teachers are becoming self-regulated learners themselves, facilitating motivation and collaboration with their colleagues in their schools.

Keywords: mathematics education, motivation, self-regulated learning, teacher self-regulation

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Authors: Peeyush Verma, Anil Kumar, Anju Rawlley, Chanchal Mehra

Abstract:

India's school-going population is largely served by an educational system that is, in most rural parts, stuck with methods that emphasize rote learning, endless examinations, and monotonous classroom activities. Rural government schools are generally seen as having poor infrastructure, poor support system and low motivation for teaching as well as learning. It was experienced during the survey of this project that there is lesser motivation of rural boys and girls to attend their schools and still less likely chances to study science, tabooed as “difficult”. An experiment was conducted with the help of Rural Knowledge Network Project through Department of Science and Technology, Govt of India in five remote villages of Sehore District in Madhya Pradesh (India) during 2012-2015. These schools are located about 50-70 Km away from Bhopal, the capital of Madhya Pradesh and can distinctively qualify as average rural schools. Three tier methodology was adapted to unfold the experiment. In first tier randomly selected boys and girls from these schools were taken to a daylong visit to the Regional Science Centre located in Bhopal. In second tier, randomly selected half of those who visited earlier were again taken to the Science Centre to make models of Science. And in third tier, all the boys and girls studying science were exposed to video lectures and study material through web. The results have shown an interesting face towards learning science among youths in rural schools through peer learning or incremental learning. The students who had little or no interest in learning science became good learners and queries started pouring in from the neighbourhood village as well as a few parents requested to take their wards in the project to learn science. The paper presented is a case study of the experiment conducted in five rural schools of Sehore District. It reflects upon the methodology of developing awareness and interest among students and finally engaging them in popularising science through peer-to-peer learning using incremental learning elements. The students, who had a poor perception about science initially, had changed their attitude towards learning science during the project period. The results of this case, however, cannot be generalised unless replicated in the same setting elsewhere.

Keywords: popularisation of science, science temper, incremental learning, peer-to-peer learning

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Authors: Selma Karabinar

Abstract:

Lifelong learning can be described as a system where learning takes place for a person over the course of a lifespan and comprises formal, non-formal and informal learning to achieve the maximum possible improvement in personal, social, and vocational life. 21st century is marked with the digital technologies and people need to learn and adapt to new literacies as part of their lifelong learning. Our current knowledge gap brings to mind several questions: Do people with digital mindsets have different assumptions about affordances of digital technologies? How do digital mindsets lead language learners use digital technologies within and beyond classrooms? Does digital literacies have different significance for the learners? The presentation is based on a study attempted to answer these questions and show the relationship between lifelong learning and digital literacies. The study was conducted with learners of English language at a state university in Istanbul. The quantitative data in terms of participants' lifelong learning perception was collected through a lifelong learning scale from 150 students. Then 5 students with high and 5 with low lifelong learning perception were interviewed. They were questioned about their personal sense of agency in lifelong learning and how they use digital technologies in their language learning. Therefore, the qualitative data was analyzed in terms of their knowledge about digital literacies and actual use of it in their personal and educational life. The results of the study suggest why teaching new literacies are important for lifelong learning and also suggests implications for language teachers' education and language pedagogy.

Keywords: digital mindsets, language learning, lifelong learning, new literacies

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Authors: Ziyu Zhang, Xuanyu Ren, Fei Wu, Qinfei Lu, Yongmei Li, Xinyue Zhi

Abstract:

Introduction: Adolescents experience a critical period of physical and psychological growth. Few studies focus on the influence of sleep hygiene on psychological health from the high school period to freshmen year. Also, the influence of the COVID-19 pandemic has public health significance. Methods: Totally 698 students from high school and college were included in the manuscript, and a cross-sectional procedure was conducted; the objective was to make the epidemiological comparison of the social phobia/depression prevalence and discuss the effects of potential determinants. Results: Psychological problems, including social phobia and depression, are prevalent, especially among high school students, with gender differences. The current results indicated that the association between sleep status and social phobia is most obvious among high school students, while the higher MMR risk was found both for high school social phobia students and college depressive freshmen. Moreover, the interaction between social phobia and depression was also obvious for both populations. Conclusions: Psychological problems, including social phobia and depression, are more prevalent among high school girls when compared with their male and freshmen peers. Important influenced factors for the risk of psychological problems among the two populations were different, but media multitasking status should be paid attention to for both.

Keywords: adolescence, psychological health, epidemiology, social culture

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Authors: Shrikant Chavan, Vikas Minchekar

Abstract:

The present study examined the self-efficacy, emotional intelligence and social maturity of High school boys and girls. Furthermore, study aimed at to foster the self-efficacy, emotional intelligence and social maturity of high school students. The study was conducted on 100 high school students, out of which 50 boys and 50 girls were selected through simple random sampling method from the Sangli city of Maharashtra state, India. The age range of the sample is 14 to 16 years. Self-efficacy scale developed by Jesusalem Schwarzer, Emotional intelligence scale developed by Hyde, Pethe and Dhar and social maturity scale developed by Rao were administered to the sample. Data was analyzed using mean, SD and ‘t’ test further Karl Pearson’s product moment, correlation of coefficient was used to know the correlation between emotional intelligence, self-efficacy, and social maturity. Results revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study.

Keywords: self-efficacy, emotional intelligence, social maturity, developmental model and high school students

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Authors: Lauren B. Birney

Abstract:

Summer STEM Institute for Middle and High School Students at Pace University The STEM Collaboratory NYC® Summer Fellows Institute takes place on Pace University’s New York City campus during July and provides the following key features for all participants: (i) individual meetings with Pace faculty to discuss and refine future educational goals; (ii) mentorship, guidance, and new friendships with program leaders; and (iii) guest lectures from professionals in STEM disciplines and businesses. The Summer STEM Institute allows middle school and high school students to work in teams to conceptualize, develop, and build native mobile applications that teach and reinforce skills in the sciences and mathematics. These workshops enhance students’STEM problem solving techniques and teach advanced methods of computer science and engineering. Topics include: big data and analytics at the Big Data lab at Seidenberg, Data Science focused on social and environmental advancement and betterment; Natural Disasters and their Societal Influences; Algal Blooms and Environmental Impacts; Green CitiesNYC; STEM jobs and growth opportunities for the future; renew able energy and sustainable infrastructure; and climate and the economy. In order to better align the existing Summer STEM, Institute with the CCERS model and expand the overall network, Pace is actively recruiting new content area specialists from STEM industries and private sector enterprises to participate in an enhanced summer institute in order to1) nurture student progress and connect summer learning to school year curriculum, 2) increase peer-to-peer collaboration amongst STEM professionals and private sector technologists, and 3) develop long term funding and sponsorship opportunities for corporate sector partners to support CCERS schools and programs directly.

Keywords: environmental restoration science, citizen science, data science, STEM

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Authors: Diana Mariz Catangay, Irish-Ann Montano, Frances Janine Suyat

Abstract:

As an active pedestal for student’s interaction with both issues happening inside the school and out; may it be political, societal, international, or other current events, a school paper should at least meet the standard of providing a representation of the school’s morals and values and help the institution uplift its image. The researchers seek to ascertain how the two student publications from the Philippines’ two prime state universities, the University of the Philippines’ Philippine Collegian, and the Polytechnic University of the Philippines’ the Catalyst, presents iii their school through balanced journalism and objective documentation. The objectives include determining the number of school-related articles published versus those articles that are concerned outside the school’s jurisdiction, analyzing the insight it provides on the image of the university, assessing the similarities and/or differences between the two publications, and, finally, coming up with the conclusion of how the two newspapers uses their medium to present their respective schools. The research used the quantitative method of research in order to further analyze the articles that will serve as bases in coming up with the right conclusion based on the objectives of the study. Coding sheets and coding guides are utilized for the chosen research method. The gathered findings will then be interpreted as fitting to the goal of the research.

Keywords: content analysis, journalistic presentation, student publications, state universities

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Authors: Julianne Mullen-Williams

Abstract:

This paper will provide an overview of a three year mixed methods research project that explores if methods from the supervision of dramatherapy can augment the occupational psychology of newly qualified secondary school teachers. It will consider how creativity and the use of metaphor, as applied in the supervision of dramatherapists, can be translated to an educational context in order to explore the explicit / implicit dynamics between the teacher trainee/ newly qualified teacher and the organisation in order to support the super objective in training for teaching; how to ‘be a teacher.’ There is growing evidence that attrition rates among teachers are rising after only five years of service owing to too many national initiatives, an unmanageable curriculum and deteriorating student discipline. The fieldwork conducted entailed facilitating a reflective space for Newly Qualified Teachers from all subject areas, using methods from the supervision of dramatherapy, to explore the social and emotional aspects of teaching and learning with the ultimate aim of improving the occupational psychology of teachers. Clinical supervision is a formal process of professional support and learning which permits individual practitioners in frontline service jobs; counsellors, psychologists, dramatherapists, social workers and nurses to expand their knowledge and proficiency, take responsibility for their own practice, and improve client protection and safety of care in complex clinical situations. It is deemed integral to continued professional practice to safeguard vulnerable people and to reduce practitioner burnout. Dramatherapy supervision incorporates all of the above but utilises creative methods as a tool to gain insight and a deeper understanding of the situation. Creativity and the use of metaphor enable the supervisee to gain an aerial view of the situation they are exploring. The word metaphor in Greek means to ‘carry across’ indicating a transfer of meaning form one frame of reference to another. The supervision support was incorporated into each group’s induction training programme. The first year group attended fortnightly one hour sessions, the second group received two one hour sessions every term. The existing literature on the supervision and mentoring of secondary school teacher trainees calls for changes in pre-service teacher education and in the induction period. There is a particular emphasis on the need to include reflective and experiential learning, within training programmes and within the induction period, in order to help teachers manage the interpersonal dynamics and emotional impact within a high pressurised environment

Keywords: dramatherapy supervision, newly qualified secondary school teachers, professional development, teacher education

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Authors: T. Konst

Abstract:

Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development.

Keywords: innovation pedagogy, learning, organizational development, process consultation

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Authors: I Putu Indra Kusuma

Abstract:

The rapid development of Information and Communication Technology (ICT) tools has improved the implementation of flipped classrooms in English Language Teaching (ELT), especially in speaking course. Flipped classrooms have therefore evolved from the oldest version, which uses recorded videos to the newest one (3.0 version), which combines various materials and enables out-of-class interaction and learning engagement. However, how the latest version of flipped classrooms affects students’ speaking performance and influences students’ learning engagement remains unclear. This study therefore sought (1) to examine the effect of flipped classrooms 3.0 towards students’ speaking performance and (2) to explore the students’ learning engagement during the implementation of flipped classrooms in the speaking course. This study then employed explanatory sequential mixed-method design. This study conducted a quasi-experimental study by recruiting 164 twelfth grade students of a public senior high school in Indonesia as the sample. They were distributed into experimental (80 students) and control (84 students) groups. The experimental group was treated by implementing flipped classrooms with various use of ICT tools such as Schoology, Youtube, websites, and Flipgrid for eight weeks. Meanwhile, the control group implemented a conventional method. Furthermore, there were two variables examined in this study, such as the implementation of flipped classrooms 3.0 as the independent variable and students’ speaking performance as the dependent variable. The data of these two variables were then collected through administering a speaking test to both groups. The data from this experimental study were analyzed by using independent t-test analysis. Also, five students were invited to participate in semi-structured interviews to explore their learning engagement during the implementation of flipped classrooms. The findings revealed that there was a significant difference in students’ speaking performance between experimental where t (df = 162) = 5.810, p < 0.001, d = 0.91 in which experimental group performed better in speaking than the control group. Also, the results of interviews showed that the students had positive learning engagement during the implementation of flipped classrooms 3.0, especially on out-of-class interactions and face-to-face meetings. Some relevant implications to ELT, especially in speaking courses, are also drawn from the data findings. From the findings, it can be concluded that flipped classrooms 3.0 has a significant effect on students’ speaking performance and it promotes students’ learning engagement. Therefore, flipped classrooms 3.0 should be embraced as the newest version of flipped classrooms that promotes interaction outside the classrooms and learning engagement.

Keywords: Flipped Classrooms 3.0, learning engagement, teaching speaking with technology, technology-enhanced language learning

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Authors: Lukholo Raxangana

Abstract:

Fourth Industrial Revolution (4IR)-era teaching offers in-service mathematics teachers opportunities to use blended approaches to engage learners while teaching mathematics. This study explores in-service high school teachers' experiences with a blended teaching approach to mathematics. This qualitative case study involved eight pre-service teachers from four selected schools in the Sedibeng West District of the Gauteng Province. The study used the community of inquiry model as its analytical framework for data analysis. Data collection was through semi-structured interviews and focus-group discussions to explore in-service teachers' experiences with the influence of blended teaching (BT) on learning mathematics. The study results are the impact of load-shedding, benefits of BT, and perceptions of in-service and hindrances of BT. Based on these findings, the study recommends that further research should focus on developing data-free BT tools to assist during load-shedding, regardless of location.

Keywords: bended teaching, teachers, in-service, and mathematics

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Authors: Kunyu Yan

Abstract:

Early childhood music education plays a significant role in an individual’s growth. Music can help children understand themselves and relate to others, and make connections between family, school, and society. In recent years, with the development of early childhood education in China, an increasing number of kindergartens have been established, and many of them pay more attention to music education. This research has two main aims. One is to discover how and why music is used in both public and private kindergartens. The second aim is to make recommendations for widening the use of music in kindergartens. In order to achieve these aims, the research uses two main methods. Firstly, it considers the historical background and cultural context of early childhood education in China; and secondly, it uses an approach that compares public and private kindergartens. In this research, six kindergartens were chosen from Qingdao city in Shandong Province as case studies, including 3 public kindergartens and 3 private kindergartens. This research was based on using three types of data collection methods: observation, semi-structured interviews with teachers, and questionnaires with parents. Participant and non-participant observational methods were used and included in daily routines at the kindergartens in order to experience the situation of music education first-hand. Interviews were associated with teachers’ views of teaching and learning music, the perceptions of the music context, and their strategies of using music. Lastly, the questionnaire was designed to obtain the views of current music education from the children’s parents in the respective kindergartens. The results are shown with three main themes: (1) distinct characteristics of public kindergartens (e.g., similar equipment, low tuition fee, qualified teachers, etc); (2) distinct characteristics of private kindergartens (e.g., various tuition fees, own teaching system, trained teachers, etc); and (3) differences between public and private kindergartens (e.g., funding, requirements for teachers, parents’ demands, etc). According to the results, we can see that the main purpose of using music in China is to develop the musical ability of children, and teachers focus on musical learning, such as singing in tune and playing instruments. However, as revealed in this research, there are many other uses and functions of music in these educational settings, including music used for non-musical learning (e.g., counting, learning language, etc.) or in supporting social routines.

Keywords: differences between private and public school, early childhood education, music education, uses and functions of music

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Authors: Barry Aifesehi Aiworo, Henry Oriakhi

Abstract:

This paper, examines the analysis of access pattern to school and travel risks among school children in Benin City, Edo State, Nigeria. The risk includes accident, molestation (sexually) and kidnapping. The objective of this paper are to examine the various means (modes) of transport to school; determine the type and incidences of risk experienced by school children in the study area; examine the risk incidences and ages of school children in the study area. Hypothesis which states that the types of risks encountered by school children are independent of means of transport was tested using the chi-square test (X2). A sampling ratio of twelve percent (12%) was taken from 396 schools in Benin City. By implication, 49 schools were randomly selected in Benin City for this research. A total of 42,053 students in the 49 schools constitute the sample frame for the research. Two percent (2%), 841 students were taken as the sample size. The use of stratified sampling method was applied by stratifying the study area (Benin City) into local governments- Egor, Ikpoba-Okha and Oredo. Thereafter, the lists of schools in the various local governments were obtained from the Ministry of Education before the schools for research were randomly chosen from each local government area. The analysis revealed that 6.7% of the total students interviewed have been involved in road accidents. 1.04% of the total respondents said at one time or the other that they have been kidnapped. Finally, the research found that travel is comparatively safe and believes this may be partly attributable to safer route to schools and school children being more familiar with the school journey. The research indicates that children aged between eleven and fifteen are most at risk of hit or knocked down on Benin City’s roads. These findings may help in planning and targeting road safety initiative (education, campaigns) in Benin City.

Keywords: accident, molestation (sexually), kidnapping, pedophile, pedestrian

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Authors: Larry Audet

Abstract:

Creativity is suddenly and fortunately a new educational focus in the United Arab Emirates and around the world. Yet still today many leaders of creativity are not sure how to introduce it to their teachers. It is impossible to simultaneously introduce every aspect of creativity into a work climate and reach any degree of organizational coherence. The number of alternatives to explore is so great; the information teachers need to learn is so vast, that even an approximation to including every concept and theory of creativity into the school organization is hard to conceive. Effective leaders of creativity need evidence-based and practical guidance for introducing and stimulating creativity in others. Machine learning models reveal new findings from KEYS Survey© data about teacher perceptions of stimulants and barriers to their individual and collective creativity. Findings from predictive and causal models provide leaders with a rational for decision-making when introducing creativity into their organization. Leaders should focus on management practices first. Analyses reveal that creative outcomes are more likely to occur when teachers perceive supportive management practices: providing teachers with challenging work that calls for their best efforts; allowing freedom and autonomy in their practice of work; allowing teachers to form creative work-groups; and, recognizing them for their efforts. Once management practices are in place, leaders should focus their efforts on modeling risk-taking, providing optimal amounts of preparation time, and evaluating teachers fairly.

Keywords: creativity, leadership, KEYS survey, teaching, work climate

Procedia PDF Downloads 162

Authors: Inkeri Jääskeläinen

Abstract:

The purpose of this study is to shed light on what is it like to study in apprenticeship training using Finnish as second language. This study examines the stories and experiences of apprenticeship students learning and studying Finnish as part of their vocational studies. Also, this pilot study examines the effects of learning to pronounce Finnish through body motions and gestures. Many foreign students choose apprenticeships and start vocational training too early, while their language skills in Finnish are still very weak. Both duties at work and school assignments require reasonably good general language skills (B1.1) and, especially at work, language skills are also a safety issue. At work students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressing environment. Learning and understanding new things is very challenging under these circumstances and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other and so are their ways to learn. Thereafter, one of the most important features of apprenticeship training and second language learning is good understanding of adult learners and their needs. Kinaesthetic methods are an effective way to support adult students’ cognitive skills and make learning more relaxing and fun. Empirical findings show that language learning can indeed be supported physical ways, by body motions and gestures. The method used here, named TFFL (Touch and Feel Foreign Languages), was designed to support adult language learning, to correct or prevent language fossilization and to help the student to manage emotions. Finnish is considered as a difficult language to learn, mostly because it is so different from nearly all other languages. Many learners complain that they are lost or confused and there is a need to find a way to simultaneously learn the language and to handle negative emotion which come from Finnish language and the learning process itself. Due to the nature of Finnish language good pronunciation skills are needed just to understand the way the language work. Movements (body movements etc.) are a natural part of many cultures but not Finnish – In Finland students have traditionally been expected to stay still and that is not a natural way for many foreign students. However, kinaesthetic TFFL method proved out to be a useful way to help some L2 students to feel phonemes, rhythm and intonation, to improve their Finnish and, thereby, also to successfully complete their vocational studies.

Keywords: Finnish, fossilization, interference, kinaesthetic method

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Authors: Xin Zhao

Abstract:

The project aims to expand the notion of narrative learning and address the importance of learning by reflection in our learning and teaching context at a British university. Drawing on the key concepts such as development ZPD, transition and reflection-in and –on-action, this project analyses the learning experiences of a small sample of Chinese postgraduate students in a British University, who use part-time job experience to develop cross-cultural communication skills. The project adopts a mixed methods approach. Questionnaires and focus group interviews are used to examine the way in which students adapt (or not adapt) to the culture of learning in a British university and develop a renewed sense of self in transitions from one culture to the other. The project also looks at how the students appropriate opportunities for learning not just from classrooms but outside classrooms from everyday encounters. The project aims to address the implication of learning by reflection as development in transition. Time in and for learning, or duration, is taken for granted in theorising narrative learning. The project shall explore this very issue of time in relation to learning by reflection in considering time in/of/for learning as duration.

Keywords: cross-cultural competence, learning by refection, international student transition, part-time work experience

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Authors: Ali Zefeiti

Abstract:

There has always been a debate on critical versus pragmatic approach to learning English. Different elements of teaching take different shapes in the two approaches. This study concerns itself with the students who are the main pillar of the teaching/learning operation. Students have always been placed into classrooms to learn what the curricula of different courses offer. There is little room for students to state their own learning needs as they often have to conform with the group requirement. This study focuses on an extra-curricular activity students did alongside their mainstream learning. The students come from different colleges and different EAP courses. They are united by their passion for the task and learning many things along the way. The data are collected through interviews and students' journals. The study was concerned with the effect of this extra-curricular activity on students' main learning trajectory. The students were engaged in the task of film production over the period of their English Language course. The findings show that students are able to set their own agenda for learning and have actually had a lot of skills and vocabulary to take to class.

Keywords: critical EAP, pragmatic EAP, self-directed learning, teaching methods

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Authors: Siti Ayu Ningsih

Abstract:

This study aims to find the differences outcomes in learning reading comprehension with text and film as media on Indonesian Language for foreign speaker (BIPA) learning at intermediate level. By using quantitative and qualitative research methods, the respondent of this study is a single respondent from D'Royal Morocco Integrative Islamic School in grade nine from secondary level. Quantitative method used to calculate the learning outcomes that have been given the appropriate action cycle, whereas qualitative method used to translate the findings derived from quantitative methods to be described. The technique used in this study is the observation techniques and testing work. Based on the research, it is known that the use of the text media is more effective than the film for intermediate level of Indonesian Language for foreign speaker learner. This is because, when using film the learner does not have enough time to take note the difficult vocabulary and don't have enough time to look for the meaning of the vocabulary from the dictionary. While the use of media texts shows the better effectiveness because it does not require additional time to take note the difficult words. For the words that are difficult or strange, the learner can immediately find its meaning from the dictionary. The presence of the text is also very helpful for Indonesian Language for foreign speaker learner to find the answers according to the questions more easily. By matching the vocabulary of the question into the text references.

Keywords: Indonesian language for foreign speaker, learning outcome, media, reading comprehension

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Authors: Fatima Al-Aswadi, Chan Yong

Abstract:

With the large volume of unstructured data that increases day by day on the web, the motivation of representing the knowledge in this data in the machine processable form is increased. Ontology is one of the major cornerstones of representing the information in a more meaningful way on the semantic Web. The goal of Ontology learning from text is to elicit and represent domain knowledge in the machine readable form. This paper aims to give a follow-up review on the ontology learning systems from text and some of their defects. Furthermore, it discusses how far the ontology learning process will enhance in the future.

Keywords: concept discovery, deep learning, ontology learning, semantic relation, semantic web

Procedia PDF Downloads 509

Authors: Inkeri Jaaskelainen

Abstract:

The purpose of this study is to shed light on what it is like to study in apprenticeship training using Finnish as a second language. This study examines the stories and experiences of apprenticeship students learning and studying Finnish as part of their vocational studies. Also, this pilot study examines the effects of learning to pronounce Finnish through body motions and gestures. Many foreign students choose apprenticeships and start vocational training too early, while their language skills in Finnish are still very weak. Both duties at work and school assignments require reasonably good general language skills (B1.1), and, especially at work, language skills are also a safety issue. At work, students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressful environment. Learning and understanding new things is very challenging under these circumstances and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other and so are their ways to learn. Thereafter, one of the most important features of apprenticeship training and second language learning is a good understanding of adult learners and their needs. Kinaesthetic methods are an effective way to support adult students’ cognitive skills and make learning more relaxing and fun. Empirical findings show that language learning can indeed be supported in physical ways, by body motions and gestures. The method used here, named TFFL (Touch and Feel Foreign Languages), was designed to support adult language learning, to correct or prevent language fossilization, and to help the student to manage emotions. Finnish is considered as a difficult language to learn, mostly because it is so different from nearly all other languages. Many learners complain that they are lost or confused and there is a need to find a way to simultaneously learn the language and to handle negative emotion that comes from the Finnish language and the learning process itself. Due to the nature of the Finnish language, good pronunciation skills are needed just to understand the way the language work. Movements (body movements etc.) are a natural part of many cultures, but not Finnish. In Finland, students have traditionally been expected to stay still, and that is not a natural way for many foreign students. However, the kinaesthetic TFFL method proved out to be a useful way to help some L2 students to feel phonemes, rhythm, and intonation, to improve their Finnish, and, thereby, also to successfully complete their vocational studies.

Keywords: Finnish, fossilization, interference, kinaesthetic method

Procedia PDF Downloads 130

Authors: Hatice Yildirim

Abstract:

This study was an investigation into the role of teaching assistants (TAs) for deaf pupils in an English primary school. This study aimed to provide knowledge about how TAs support deaf pupils in mainstream schools in England. It is accepted that TAs have an important role in the inclusion of students with disabilities in mainstream schools. However, there has been a lack of attention paid to the role of TAs for deaf pupils in the literature. A qualitative case study approach was used to address the research questions. Twelve semi-structured classroom observations and six semi-structured interviews were carried out with four TAs and two teachers in one English mainstream primary school. The data analysis followed a thematic analysis framework. The results indicated that TAs are utilised based on a one-on-one support model and are deployed under the class teachers in the classroom. The classroom activities are carried out in small groups with the TAs and the class teacher’s agreement, as per the school’s policy. Findings show that TAs carried out seven different roles in the education of deaf pupils in an English mainstream primary school. Supporting the academic and social development of deaf pupils is TA`s main role. Also, they record pupils’ progress, communicate with pupils’ parents, take on a pastoral care role, tutor pupils in additional support lessons and raise awareness of deaf pupils’ issues.

Keywords: deaf, mainstream primary school, teaching assistant, teaching assistant`s roles

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Authors: Hanan A. Algamdi, Huda Y. Alyami

Abstract:

Learning object repositories contribute to developing educational process through its advantages; as they employ technology effectively, and use it to create new resources for effective learning, as well as they provide opportunities for collaboration in content through providing the ability for editing, modifying and developing it. This supports the relationships between communities that benefit from these repositories, and reflects positively on the content quality. Therefore, this study aims at exploring the most prominent learning topics in the 21st century, which should be included in learning object repositories, and identifying the necessary set of learning skills that the repositories should develop among today students. For conducting this study, the analytical descriptive method will be employed, and study sample will include a group of leaders, experts, and specialists in curricula and e-learning at ministry of education in Kingdom of Saudi Arabia.

Keywords: learning object, repositories, 21st century, quality

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Authors: Masaki Omata, Shumma Hosokawa

Abstract:

An experiment to verify the relationships between physiological indexes of an e-learner and the presence or absence of an operation during e-learning is described. Electroencephalogram (EEG), hemoencephalography (HEG), skin conductance (SC), and blood volume pulse (BVP) values were measured while participants performed experimental learning tasks. The results show that there are significant differences between the SC values when reading with clicking on learning materials and the SC values when reading without clicking, and between the HEG ratio when reading (with and without clicking) and the HEG ratio when resting for four of five participants. We conclude that the SC signals can be used to estimate whether or not a learner is performing an active task and that the HEG ratios can be used to estimate whether a learner is learning.

Keywords: e-learning, physiological index, physiological signal, state of learning

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Authors: Jame O. Ezema, Odenigbo Veronica

Abstract:

The study covers the topic Information Communication and Technology (ICTs) knowledge as a way of enhancing Literacy and Lifelong learning in Nigeria. This work delved into defining of ICTs. Types of ICTs and media technologies were also mentioned. It further explained how ICTs can be strengthened and the uses of ICTs in education was duly emphasized. The paper also enumerated some side effects of ICTs on learners while the role of ICTs in enhancing literacy was explained. The study carried out strategies to use ICTs meaningfully in Literacy Programs and also emphasized the word lifelong learning in Nigeria. Some recommendations were made towards acquiring ICTs knowledge, so as to enhance Literacy and Lifelong learning in Nigeria.

Keywords: literacy, distance-learning, life-long learning for sustainable development, e-learning

Procedia PDF Downloads 496

Authors: Darynne Madison Dela Gente, Panayiota Courelli

Abstract:

Similarities in behavior between perpetrators of school violence and those with a parent in prison raise concern when considering the root causes of a student’s violent behavior. Dealing with parental incarceration is highly consequential on a student’s emotional well-being and may cause aggressive behavior that can lead to them becoming a perpetrator of school violence. These students are more likely to have interpersonal issues, antisocial tendencies, and a hostile demeanor, which are factors that closely align with indicators of an offender of violence. Developmental risk factors of parental incarceration are heavily understudied and often overlooked. This literature review aims to analyze the correlation between having a parent in prison and exhibiting physical or verbal aggression in a school environment. Furthermore, it strives to bring awareness to the inconsistencies in existing research and encourage a greater depth of study of the behavioral impacts, specifically in an academic setting. Furthermore, it will elaborate on the effectiveness of current intervention programs, such as Project Avary, Hope House, Kids Mates Inc., and Girl Scouts Beyond Bars, which provide immense support, as well as proposed methods of implementation in a school environment. Creating a space for these students to cope ultimately aids in the prevention of violent behaviors and intergenerational incarceration. Access to intervention programs, especially in schools located in areas with high rates of incarceration, would greatly reduce the risk of these students becoming perpetrators of school violence.

Keywords: adolescent behavior, adolescent mental health, parental incarceration, school violence prevention

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Authors: Min Kyeong Cha, Ju Yeon Mun, Seong Baeg Kim

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Recently, ‘play of learning’ became important and is emphasized as a useful learning tool. Therefore, interest in edutainment contents is growing. Storytelling is considered first as a method that improves the transmission of information and learner's interest when planning edutainment contents. In this study, we designed edutainment contents in the form of an adventure game that applies the storytelling method. This content provides questions and items constituted dynamically and reorganized learning contents through analysis of test results. It allows learners to solve various questions through effective iterative learning. As a result, the learners can reach mastery learning.

Keywords: storytelling, edutainment, mastery learning, computer operating principle

Procedia PDF Downloads 311

Authors: Bander Mohayya Alotaibi

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The valuable partnerships between parents and teachers may develop positive and effective interactions between home and school. This will help these stakeholders share information and resources regarding student academics during ongoing interactions. Thus, partnerships will build a solid foundation for both families and schools to help children succeed in school. Parental involvement can be seen as an effective tool that can change homes and communities and not just schools’ systems. Seeking parents and stakeholders’ attitudes toward learning and learners can help schools design a curriculum. Subsequently, this information can be used to find ways to help improve the academic performance of students, especially in low performing schools. There may be some conflicts when designing curriculum. In addition, designing curriculum might bring more educational expectations to all the sides. There is a lack of research that targets the specific attitude of parents toward specific concepts on curriculum contents. More research is needed to study the perspective that parents of children with learning disabilities (LD) have regarding early reading curriculum. Parents and stakeholders’ perspectives on early reading intervention implemented as a curriculum for children with LD was studied through an advanced quantitative research. The purpose of this study seeks to understand stakeholders and parents’ perspectives of key concepts and essential early reading skills that impact the design of curriculum that will serve as an intervention for early struggler readers who have LD. Those concepts or stages include phonics, phonological awareness, and reading fluency as well as strategies used in house by parents. A survey instrument was used to gather the data. Participants were recruited through 29 schools and districts of the metropolitan area of the northern part of Saudi Arabia. Participants were stakeholders including parents of children with learning disability. Data were collected using distribution of paper and pen survey to schools. Psychometric properties of the instrument were evaluated for the validity and reliability of the survey; face validity, content validity, and construct validity including an Exploratory Factor Analysis were used to shape and reevaluate the structure of the instrument. Multivariate analysis of variance (MANOVA) used to find differences between the variables. The study reported the results of the perspectives of stakeholders toward reading strategies, phonics, phonological awareness, and reading fluency. Also, suggestions and limitations are discussed.

Keywords: stakeholders, learning disability, early reading, perspectives, parents, intervention, curriculum

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Authors: Shu-Chen Wu

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This qualitative study investigated Chinese teachers’ perspectives on learning at play. Six kindergarten teachers were interviewed to obtain their understanding of learning at play. Exemplary play episodes from their classrooms were selected with the assistance of the participating teachers. Four three-minute videos containing the largest amount of learning elements based on the teachers’ views were selected for analysis. Applying video-stimulated interviews, the selected video clips were shown to eight teachers in two focus groups to elicit their perspectives on learning at play. The findings revealed that Chinese teachers have a very structured representation of learning at play, which should contribute to the development of professional practices and curricular policies.

Keywords: learning at play, teachers’ perspectives, co-constructed views, video-stimulated interviews

Procedia PDF Downloads 226

Authors: Anita Yus

Abstract:

Several Elementary Schools (SD) ‘favored’ by parents, especially those live in big cities in Indonesia, implicitly demand each child enrolled in the first grade of SD to be able to read, write and calculate. This condition urges the parents to push the teachers in PAUD (Kindergarten) to train their children to read, write, and calculate so they have a set of knowledge. According to Piaget, each child is capable of acquiring knowledge when he is given the opportunity to interact with his environment (things, people, and atmosphere). Teachers can make the interaction occur. There are several learning approaches suitable for the characteristics and needs of child’s growth. This paper talks about a research result conducted to investigate how twelve teachers of early childhood program comprehend the constructivist theory of Piaget, and how they inquire, how the children acquire and construct a number of knowledge through occurred interactions. This is a qualitative research with an observation method followed up by a focus group discussion (FGD). The research result shows that there is a reciprocal interaction between the behaviors of teachers and children affected by the size of the classroom and learning source, teaching experiences, education background, teachers’ attitude and motivation, as well as the way the teachers interpret and support the children’s needs. The teachers involved in this research came up with varied perspective on how knowledge acquired by children at first and how they construct it. This research brings a new perspective in understanding children as scientists.

Keywords: constructivist approach, young children as a scientist, teacher practice, teacher education

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Authors: Marian Sorin Ionescu, Olivia Negoita, Cosmin Dobrin

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This scientific communication reports and discusses learning models adaptable to modern business problems and models specific to digital concepts and paradigms. In the PAC (probably approximately correct) learning model approach, in which the learning process begins by receiving a batch of learning examples, the set of learning processes is used to acquire a hypothesis, and when the learning process is fully used, this hypothesis is used in the prediction of new operational examples. For complex business models, a lot of models should be introduced and evaluated to estimate the induced results so that the totality of the results are used to develop a predictive rule, which anticipates the choice of new models. In opposition, for online learning-type processes, there is no separation between the learning (training) and predictive phase. Every time a business model is approached, a test example is considered from the beginning until the prediction of the appearance of a model considered correct from the point of view of the business decision. After choosing choice a part of the business model, the label with the logical value "true" is known. Some of the business models are used as examples of learning (training), which helps to improve the prediction mechanisms for future business models.

Keywords: machine learning, business models, convex analysis, online learning

Procedia PDF Downloads 136