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view</title> <meta name="description" content="Search results for: student’s view"> <meta name="keywords" content="student’s view"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="student’s view"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5367</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: student’s view</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5367</span> Testing the Impact of Formal Interpreting Training on Working Memory Capacity: Evidence from Turkish-English Student-Interpreters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20%20Antonova%20Unlu">Elena Antonova Unlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cigdem%20Sagin%20Simsek"> Cigdem Sagin Simsek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research presents two studies examining the impact of formal interpreting training (FIT) on Working Memory Capacity (WMC) of student-interpreters. In Study 1, the storage and processing capacities of the working memory (WM) of last-year student-interpreters were compared with those of last-year Foreign Language Education (FLE) students. In Study 2, the impact of FIT on the WMC of student-interpreters was examined via comparing their results on WM tasks at the beginning and the end of their FIT. In both studies, Digit Span Task (DST) and Reading Span Task (RST) were utilized for testing storage and processing capacities of WM. The results of Study 1 revealed that the last-year student-interpreters outperformed the control groups on the RST but not on the DST. The findings of Study 2 were consistent with Study 1 showing that after FIT, the student-interpreters performed better on the RST but not on the DST. Our findings can be considered as evidence supporting the view that FIT has a beneficial effect not only on the interpreting skills of student-interpreters but also on the central executive and processing capacity of their WM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20capacity" title="working memory capacity">working memory capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20interpreting%20training" title=" formal interpreting training"> formal interpreting training</a>, <a href="https://publications.waset.org/abstracts/search?q=student-interpreters" title=" student-interpreters"> student-interpreters</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-sectional%20and%20longitudinal%20data" title=" cross-sectional and longitudinal data"> cross-sectional and longitudinal data</a> </p> <a href="https://publications.waset.org/abstracts/79705/testing-the-impact-of-formal-interpreting-training-on-working-memory-capacity-evidence-from-turkish-english-student-interpreters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5366</span> The Functions of the Student Voice and Student-Centred Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%27s%20voice" title="student's voice">student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/155423/the-functions-of-the-student-voice-and-student-centred-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5365</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5364</span> Student-Athletes Self-Concept, GPA and Training in the Climate of Social Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indhumathi%20Gopal">Indhumathi Gopal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Johnson"> Ashley Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media use for communication among college student-athletes is growing. There is little research on student-athletes use of Blogs, one of the online communication tool outlets. Twenty-seven student-athletes, aged 18-24 years completed a student perception questionnaire which assessed demographics, the effect of blogging on college student-athletes self-concept, the correlation of age, GPA and blogging as well as the training students received in the use of social media. Descriptive statistics and Pearson correlations were analyzed examined. Results indicated a significant correlation between use of Blogs and student age (p < .01) and student GPA earned (p < .01). With respect to self-concept, results suggest that blogging could be a useful tool for communication but can present challenges, could affect student self-esteem either, positively or negatively. The training student-athletes received in the use of social media was not adequate. College athletes’ can more easily divulge information about their personal lives and opinions on social media and challenge the athletic programs and their own future. The findings of the study suggest implications for student-athletes to be better prepared for the current media climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a> </p> <a href="https://publications.waset.org/abstracts/34537/student-athletes-self-concept-gpa-and-training-in-the-climate-of-social-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">592</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5363</span> A Qualitative Student-Perspective Study of Student-Centered Learning Practices in the Context of Irish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Logue">Pauline Logue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the Irish Department of Education and Skills has pro-actively promoted student-center learning methodologies. Similarly, the National Forum for the Enhancement of Teaching and Learning has advocated such strategies, aligning them with student success. These developments have informed the author’s professional practice as a teacher educator. This qualitative student-perspective study focuses on a review of one pilot initiative in the academic year 2020-2021, namely, the implementation of universal design for learning strategies within teacher education, employing student-centered learning strategies. Findings included: that student-centered strategies enhanced student performance and success overall, with some minor evidence of student resistance. It was concluded that a dialogical review with student teachers on prior learning experiences (from intellectual and affective perspectives) and learning environments (physical, virtual, and emotional) could facilitate greater student ownership of learning. It is recommended to more formally structure such a dialogical review in a future delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title="professional practice">professional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/141446/a-qualitative-student-perspective-study-of-student-centered-learning-practices-in-the-context-of-irish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5362</span> Increasing Student Engagement in Online Educational Leadership Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Deschaine">Mark Deschaine</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Whale"> David Whale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews non-traditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seemed to be a key in keeping students involved and achieving, with specific activities routinely favored by students. It is recommended that time spent engaging students is worthwhile and results in greater course satisfaction and academic effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/67208/increasing-student-engagement-in-online-educational-leadership-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67208.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5361</span> A Simple User Administration View of Computing Clusters </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valeria%20M.%20Bastos">Valeria M. Bastos</a>, <a href="https://publications.waset.org/abstracts/search?q=Myrian%20A.%20Costa"> Myrian A. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Matheus%20Ambrozio"> Matheus Ambrozio</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20F.%20F.%20Ebecken"> Nelson F. F. Ebecken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper a very simple and effective user administration view of computing clusters systems is implemented in order of friendly provide the configuration and monitoring of distributed application executions. The user view, the administrator view, and an internal control module create an illusionary management environment for better system usability. The architecture, properties, performance, and the comparison with others software for cluster management are briefly commented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data" title="big data">big data</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20clusters" title=" computing clusters"> computing clusters</a>, <a href="https://publications.waset.org/abstracts/search?q=administration%20view" title=" administration view"> administration view</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20view" title=" user view"> user view</a> </p> <a href="https://publications.waset.org/abstracts/37926/a-simple-user-administration-view-of-computing-clusters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5360</span> RFID Based Student Attendance System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aniket%20Tiwari">Aniket Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameya%20London"> Ameya London</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based student attendance management system is required to assist the faculty and the lecturer for the time-consuming process. For this purpose, GSM/GPRS (Global System for Mobile Communication/General Packet Radio Service) based student’s attendance management system using RFID (Radio Frequency Identification) is a much convenient method to take the attendance. Student is provided with the RFID tags. When student comes near to the reader, it will sense the respective student and update attendance. The whole process is controlled using the microcontroller. The main advantage of this system is that it reduced the complexity comparison to student attendance system using RF technology. This system requires only one microcontroller for the operation, it is real time process. This paper reviews some of these monitoring systems and proposes a GPRS based student attendance system. The system can be easily accessed by the lecturers via the web and most importantly, the reports can be generated in real-time processing, thus, provides valuable information about the students’ commitments in attending the classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RFID%20reader" title="RFID reader">RFID reader</a>, <a href="https://publications.waset.org/abstracts/search?q=RFID%20tags" title=" RFID tags"> RFID tags</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=attendance" title=" attendance"> attendance</a> </p> <a href="https://publications.waset.org/abstracts/16081/rfid-based-student-attendance-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5359</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5358</span> Development of the Academic Model to Predict Student Success at VUT-FSASEC Using Decision Trees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Langa%20Hendrick%20Musawenkosi">Langa Hendrick Musawenkosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Twala%20Bhekisipho"> Twala Bhekisipho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The success or failure of students is a concern for every academic institution, college, university, governments and students themselves. Several approaches have been researched to address this concern. In this paper, a view is held that when a student enters a university or college or an academic institution, he or she enters an academic environment. The academic environment is unique concept used to develop the solution for making predictions effectively. This paper presents a model to determine the propensity of a student to succeed or fail in the French South African Schneider Electric Education Center (FSASEC) at the Vaal University of Technology (VUT). The Decision Tree algorithm is used to implement the model at FSASEC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FSASEC" title="FSASEC">FSASEC</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20environment%20model" title=" academic environment model"> academic environment model</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=k-nearest%20neighbor" title=" k-nearest neighbor"> k-nearest neighbor</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=popularity%20index" title=" popularity index"> popularity index</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20vector%20machine" title=" support vector machine"> support vector machine</a> </p> <a href="https://publications.waset.org/abstracts/77040/development-of-the-academic-model-to-predict-student-success-at-vut-fsasec-using-decision-trees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5357</span> Theoretical Aspects and Practical Approach in the Research of the Human Capital of Student Volunteer Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalinina%20Anatasiia">Kalinina Anatasiia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pevnaya%20Mariya"> Pevnaya Mariya </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article concerns theoretical basis in the research of student volunteering, identifies references of student volunteering as a social community, classifies human capital indicators of student volunteers. Also there are presented the results of research of 450 student volunteers in Russia concerning the correlation between international volunteering and indicators of human capital of youth. Findings include compared characteristics of human capital of “potential” and “real” international student volunteers. Factor analysis revealed two categories of active students categories of active students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title="human capital">human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20volunteering" title=" international volunteering"> international volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20volunteering" title=" student volunteering"> student volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20community" title=" social community"> social community</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20volunteering" title=" youth volunteering"> youth volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20politics" title=" youth politics"> youth politics</a> </p> <a href="https://publications.waset.org/abstracts/34088/theoretical-aspects-and-practical-approach-in-the-research-of-the-human-capital-of-student-volunteer-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34088.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">556</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5356</span> Active Learning: Increase Learning through Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihan%20Albayati">Jihan Albayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Abdullah"> Kim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster focuses on the significance of active learning strategies and their usage in the ESL classroom. Active learning is a big shift from traditional lecturing to active student engagement which can enhance and enrich student learning; therefore, engaging students is the core of this approach. Students learn more when they participate in the process of learning such as discussions, debates, analysis, synthesis, or any form of activity that requires student involvement. In order to achieve active learning, teachers can use different instructional strategies that are conducive to learning and the selection of these strategies depends on student learning outcomes. Active learning techniques must be carefully designed and integrated into the classroom to increase critical thinking and student participation. This poster provides a concise definition of active learning and its importance, instructional strategies, active learning techniques and their impact on student engagement. Also, it demonstrates the differences between passive and active learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/65881/active-learning-increase-learning-through-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5355</span> Student Debt Loans and Labor Market Outcomes: A Lesson in Unintended Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sun-Ki%20Choi">Sun-Ki Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The U.S. student loan policy was initiated to improve the equality of educational opportunity and help low-income families to provide higher education opportunities for their children. However, with the increase in the average student loan amount, college graduates with student loans experience problems and restrictions in their early-career choices. This study examines the early career labor market choices of college graduates who obtained student loans to finance their higher education. In this study, National Survey of College Graduates (NSCG) data for 2017 and 2019 was used to estimate the effects of student loans on the employment status and current job wages of graduates with student loans. In the analysis, two groups of workers, those with student loans and those without loans, were compared. Using basic models and Mahalanobis distance matching, it was found that graduates who rely on student loans to finance their education are more likely to participate in the labor market than those who do not. Moreover, in entry-level jobs, graduates with student loans receive lower salaries than those without student loans. College graduates make job-related decisions based on their current and future wages and fringe benefits. Graduates with student loans tend to demonstrate risk-averse behaviors due to their financial restrictions. Thus, student loan debt creates inequity in the early-career labor market for college graduates. Furthermore, this study has implications for policymakers and researchers in terms of the student loan policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20loan" title="student loan">student loan</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20differential" title=" wage differential"> wage differential</a>, <a href="https://publications.waset.org/abstracts/search?q=unintended%20consequences" title=" unintended consequences"> unintended consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=mahalanobis%20distance%20matching" title=" mahalanobis distance matching"> mahalanobis distance matching</a> </p> <a href="https://publications.waset.org/abstracts/147854/student-debt-loans-and-labor-market-outcomes-a-lesson-in-unintended-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5354</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5353</span> The Factor Affecting the Students’ Participation and Satisfaction in Activities of Student Affairs in Faculty of Management Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natthiya%20Nuchanang">Natthiya Nuchanang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pannarunsri%20Inpayung"> Pannarunsri Inpayung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of participation in student affair activity, Faculty of Management Science of Suan Sunandha Rajabhat University, these objective were 1) to study of need and attention activity of SUT student 2) to study of participation and sufficient of student affair activity and advantage of student participation. The populations were 400 undergrad students year 1st-4th. The data were analyzed by descriptive statistics. The result found that; 1. The need of participate activity of students was medium level. Environment Conservation club and Badminton club were high level of experience for student. 2. The need and attention of activity were sufficient for student. Almost problems were not having enough time. 3. The advantages of activity were high level.4. The satisfaction of students for student affair unit was high level. Major problem that students do not attend, the tired from studying, Where the activity is not permitting, activities are not interesting and activity implementation overhead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20management%20science" title="faculty of management science">faculty of management science</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20in%20activities%20of%20student%20affairs" title=" satisfaction in activities of student affairs"> satisfaction in activities of student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20participation" title=" students’ participation"> students’ participation</a> </p> <a href="https://publications.waset.org/abstracts/44803/the-factor-affecting-the-students-participation-and-satisfaction-in-activities-of-student-affairs-in-faculty-of-management-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5352</span> Investigating Students’ Acceptance Perception Level of Tablet PCs by a Variety of Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baris%20Sezer">Baris Sezer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great number of projects have been implemented by Turkey in order to integrate technologies into education. The FATİH Project is intended to integrate technology into all levels of education in Turkey. As part of the FATİH Project that is aimed to complete in 2016, it is intended to initially deliver a tablet PC to every student and teacher. We aimed to detect grade 9 students’ acceptance perception level of tablet PCs during the 2014 – 2015 school year in this study where quantitative and qualitative data collection techniques were used in combination. The study group consisted of 228 grade 9 students of high schools in Istanbul, Ankara, Zonguldak and Bursa in Turkey. Study data was obtained through the “Tablet PC Acceptance Scale” and structured interview forms. Given the results obtained from the study, the mean overall score was 70.08 (3.72 out of 5), which was derived from all the dimensions of the acceptance perception level of tablet PCs in the students’ view. Findings of the study indicate that mean scores for students’ acceptance perception level of tablet PCs did not differ by their gender and their level of use of Information and Communication Technology (ICT). Focus group interviews with students suggest that students did not effectively and actively use the tablet PCs; instead they used the interactive board during classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance%20of%20technology" title="acceptance of technology">acceptance of technology</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20view" title=" student’s view"> student’s view</a>, <a href="https://publications.waset.org/abstracts/search?q=FATIH%20project" title=" FATIH project"> FATIH project</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet%20PCs" title=" tablet PCs"> tablet PCs</a> </p> <a href="https://publications.waset.org/abstracts/40883/investigating-students-acceptance-perception-level-of-tablet-pcs-by-a-variety-of-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5351</span> Model of Monitoring and Evaluation of Student’s Learning Achievement: Application of Value-Added Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title="learning achievement">learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20assessment" title=" value-added assessment"> value-added assessment</a> </p> <a href="https://publications.waset.org/abstracts/12155/model-of-monitoring-and-evaluation-of-students-learning-achievement-application-of-value-added-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5350</span> Impact of International Student Mobility on European and Global Identity: A Case Study of Switzerland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karina%20Oborune">Karina Oborune</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International student mobility involves a unique spatio-temporal context and exploring the various aspects of mobile students’ experience can lead to new findings within identity studies. The previous studies have mainly focused on student mobility within Europe and its impact on European identity arguing that students who participate in intra-European mobility already feel European before exchange. Contrary to previous studies, in this paper student mobility is analyzed from different point of view. In order to see whether a true Europeanization of identities is taking place, it is necessary to contrast European identity with alternative supranational identity which could similarly result from student mobility and in particular a global identity. Besides, in the paper there is explored whether geographical constellation (host country continental location during mobility- Europe vs. outside of Europe) plays a role. Based on newly developed model of multicultural, social and socio-demographic variables there is argued that after intra-European mobility only global identity of students could be increased (H1), but the mobility to countries outside of Europe causes changes in European identity (H2). The quantitative study (survey, n=1440, 22 higher education institutions, experimental group of former and future/potential mobile students and control group of non-mobile students) was held in Switzerland where is equally high number of students who participate in intra-European and outside of Europe mobility. The results of multivariate linear regression showed that students who participate in exchange in Europe increase their European identity due to having close friends from Europe, as well as due to length of the mobility experience had impact, but students who participate in exchange outside of Europe increase their global identity due to having close friends from outside of Europe and proficiency in foreign languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20mobility" title="student mobility">student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20identity" title=" European identity"> European identity</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20identity" title=" global identity"> global identity</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20identity" title=" global identity"> global identity</a> </p> <a href="https://publications.waset.org/abstracts/22618/impact-of-international-student-mobility-on-european-and-global-identity-a-case-study-of-switzerland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">731</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5349</span> Effects of a Student-Centered Approach to Assessment on Students' Attitudes towards 'Applied Statistics' Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anduela%20Lile">Anduela Lile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this cross sectional study was to investigate the effectiveness of teaching and learning Statistics from a student centered perspective in higher education institutions. Statistics education has emphasized the application of tangible and interesting examples in order to motivate students learning about statistical concepts. Participants in this study were 112 bachelor students enrolled in the ‘Applied Statistics’ course in Sports University of Tirana. Experimental group students received a student-centered teaching approach; Control group students received an instructor-centered teaching approach. This study found student-centered approach student group had statistically significantly higher assessments scores (52.1 ± 18.9) at the end of the evaluation compared to instructor-centered approach student group (61.8 ± 16.4), (t (108) = 2.848, p = 0.005). Results concluded that student-centered perspective can improve student positive attitude to statistical methods and to motivate project work. Therefore, findings of this study may be very useful to the higher education institutions to establish their learning strategies especially for courses related to Statistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student-centered" title="student-centered">student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor-centered" title=" instructor-centered"> instructor-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20assessment" title=" course assessment"> course assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a> </p> <a href="https://publications.waset.org/abstracts/77365/effects-of-a-student-centered-approach-to-assessment-on-students-attitudes-towards-applied-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5348</span> Gender Bias and the Role It Plays in Student Evaluation of Instructors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Garfolo">B. Garfolo</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Kelpsh"> L. Kelpsh</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Roak"> R. Roak</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Kuck"> R. Kuck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Often, student ratings of instructors play a significant role in the career path of an instructor in higher education. So then, how does a student view the effectiveness of instructor teaching? This question has been address by literally thousands of studies found in the literature. Yet, why does this question still persist? A literature review reveals that while it is true that student evaluations of instructors can be biased, there is still a considerable amount of work that needs to be done in understanding why. As student evaluations of instructors can be used in a variety of settings (formative or summative) it is critical to understand the nature of the bias. The authors believe that not only is some bias possible in student evaluations, it should be expected for the simple reason that a student evaluation is a human activity and as such, relies upon perception and interpersonal judgment. As such, student ratings are affected by the same factors that can potentially affect any rater’s judgment, such as stereotypes based on gender, culture, race, etc. Previous study findings suggest that student evaluations of teacher effectiveness differ between male and female raters. However, even though studies have shown that instructor gender does play an important role in influencing student ratings, the exact nature and extent of that role remains the subject of debate. Researchers, in their attempt to define good teaching, have looked for differences in student evaluations based on a variety of characteristics such as course type, class size, ability level of the student and grading practices in addition to instructor and student characteristics (gender, age, etc.) with inconsistent results. If a student evaluation represents more than an instructor’s teaching ability, for example, a physical characteristic such as gender, then this information must be taken into account if the evaluation is to have meaning with respect to instructor assessment. While the authors concede that it is difficult or nearly impossible to separate gender from student perception of teaching practices in person, it is, however, possible to shield an instructor’s gender identity with respect to an online teaching experience. The online teaching modality presents itself as a unique opportunity to experiment directly with gender identity. The analysis of the differences of online behavior of individuals when they perceive that they are interacting with a male or female could provide a wealth of data on how gender influences student perceptions of teaching effectiveness. Given the importance of the role student ratings play in hiring, retention, promotion, tenure, and salary deliberations in academic careers, this question warrants further attention as it is important to be aware of possible bias in student evaluations if they are to be used at all with respect to any academic considerations. For experimental purposes, the author’s constructed and online class where each instructors operate under two different gender identities. In this study, each instructor taught multiple sections of the same class using both a male identity and a female identity. The study examined student evaluations of teaching based on certain student and instructor characteristics in order to determine if and where male and female students might differ in their ratings of instructors based on instructor gender. Additionally, the authors examined if there are differences between undergraduate and graduate students' ratings with respect to the experimental criteria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20bias" title="gender bias">gender bias</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20evaluations" title=" student evaluations"> student evaluations</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perceptions" title=" student perceptions"> student perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20instruction" title=" online instruction"> online instruction</a> </p> <a href="https://publications.waset.org/abstracts/28207/gender-bias-and-the-role-it-plays-in-student-evaluation-of-instructors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5347</span> A Wide View Scheme for Automobile's Black Box</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaemyoung%20Lee">Jaemyoung Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose a wide view camera scheme for automobile's black box. The proposed scheme uses the commercially available camera lenses of which view angles are about 120°}^{\circ}°. In the proposed scheme, we extend the view angle to approximately 200° ^{\circ}° using two cameras at the front side instead of three lenses with conventional black boxes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=camera" title="camera">camera</a>, <a href="https://publications.waset.org/abstracts/search?q=black%20box" title=" black box"> black box</a>, <a href="https://publications.waset.org/abstracts/search?q=view%20angle" title=" view angle"> view angle</a>, <a href="https://publications.waset.org/abstracts/search?q=automobile" title=" automobile"> automobile</a> </p> <a href="https://publications.waset.org/abstracts/2582/a-wide-view-scheme-for-automobiles-black-box" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5346</span> Informing the Implementation of Career Conversations in Secondary Schools for the Building of Student Career Competencies: The Case of Portugal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Isabrl%20de%20Oliveira%20SAntos">Cristina Isabrl de Oliveira SAntos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to investigate how transferrable and effective career conversations could be, in the context of general track Portuguese secondary schools, with the view of improving students’ career competencies. It does so by analysing: 1) the extent to which students’ perceptions of career conversations relate with their existing career competencies, 2) the extent to which each of the parameters; perceptions of career conversations and student career competencies, relate with student situational and personal characteristics, 3) how patterns in perceptions of headteachers and of teachers at a school, regarding the implementation of career conversations, correlate to the views of students regarding career conversations and to school contextual characteristics. Data were collected from 27 secondary schools out of 32 in the same district of Aveiro, in Portugal. Interviews were performed individually, with 27 headteachers, and in groups, with a total of 10 teacher groups and 11 student groups. Survey responses were also collected from742 studentsand 310 teachers. Interview responses were coded and analysed using grounded theory principles. Data from questionnaires is currently beingscrutinised through descriptive statistics with SPSS, and Structural Equation Modelling (SEM). Triangulation during different stages of data analysis uses the principles of retroduction and abduction of the realist evaluation framework. Conclusions from the pilot-study indicate that student perceptions scores on content and relationship in career conversations change according to their career competencies and the type of school. Statistically significant differences in perceptions of career conversations were found for subgroups based on gender and parent educational level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20conversations" title="career conversations">career conversations</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20competencies" title=" career competencies"> career competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/144700/informing-the-implementation-of-career-conversations-in-secondary-schools-for-the-building-of-student-career-competencies-the-case-of-portugal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5345</span> Improving University Operations with Data Mining: Predicting Student Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mladen%20Dragi%C4%8Devi%C4%87">Mladen Dragičević</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirjana%20Peji%C4%87%20Bach"> Mirjana Pejić Bach</a>, <a href="https://publications.waset.org/abstracts/search?q=Vanja%20%C5%A0imi%C4%8Devi%C4%87"> Vanja Šimičević</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to develop models that would enable predicting student success. These models could improve allocation of students among colleges and optimize the newly introduced model of government subsidies for higher education. For the purpose of collecting data, an anonymous survey was carried out in the last year of undergraduate degree student population using random sampling method. Decision trees were created of which two have been chosen that were most successful in predicting student success based on two criteria: Grade Point Average (GPA) and time that a student needs to finish the undergraduate program (time-to-degree). Decision trees have been shown as a good method of classification student success and they could be even more improved by increasing survey sample and developing specialized decision trees for each type of college. These types of methods have a big potential for use in decision support systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20discovery%20in%20databases" title=" knowledge discovery in databases"> knowledge discovery in databases</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction%20models" title=" prediction models"> prediction models</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/7653/improving-university-operations-with-data-mining-predicting-student-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5344</span> Understanding Student Engagement through Sentiment Analytics of Response Times to Electronically Shared Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaxin%20Bi">Yaxin Bi</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Nicholl"> Peter Nicholl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid advancement of Information and communication technologies (ICT) is extremely influencing every aspect of Higher Education. It has transformed traditional teaching, learning, assessment and feedback into a new era of Digital Education. This also introduces many challenges in capturing and understanding student engagement with their studies in Higher Education. The School of Computing at Ulster University has developed a Feedback And Notification (FAN) Online tool that has been used to send students links to personalized feedback on their submitted assessments and record students’ frequency of review of the shared feedback as well as the speed of collection. The feedback that the students initially receive is via a personal email directing them through to the feedback via a URL link that maps to the feedback created by the academic marker. This feedback is typically a Word or PDF report including comments and the final mark for the work submitted approximately three weeks before. When the student clicks on the link, the student’s personal feedback is viewable in the browser and they can view the contents. The FAN tool provides the academic marker with a report that includes when and how often a student viewed the feedback via the link. This paper presents an investigation into student engagement through analyzing the interaction timestamps and frequency of review by the student. We have proposed an approach to modeling interaction timestamps and use sentiment classification techniques to analyze the data collected over the last five years for a set of modules. The data studied is across a number of final years and second-year modules in the School of Computing. The paper presents the details of quantitative analysis methods and describes further their interactions with the feedback overtime on each module studied. We have projected the students into different groups of engagement based on sentiment analysis results and then provide a suggestion of early targeted intervention for the set of students seen to be under-performing via our proposed model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20modelling" title=" interaction modelling"> interaction modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a> </p> <a href="https://publications.waset.org/abstracts/150314/understanding-student-engagement-through-sentiment-analytics-of-response-times-to-electronically-shared-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5343</span> Using Collaborative Pictures to Understand Student Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tessa%20Berg">Tessa Berg</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Guion%20Akdag"> Emma Guion Akdag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Summative feedback forms are used in academia for gathering data on course quality and student understanding. Students answer a series of questions based on the course they are soon to finish in these forms. Feedback forms are notorious for being homogenised and limiting and thus the data captured is often neutral and lacking in tacit emotional responses. This paper contrasts student feedback forms with collaborative drawing. We analyse 19 pictures drawn by international students on a pre-sessional course. Through visuals we present an approach to enable a holistic level of student understanding. Visuals communicate irrespective of possible language, cultural and educational barriers. This paper sought to discover if the pictures mirrored the feedback given on a typical feedback form. Findings indicate a considerable difference in the two approaches and thus we highlight the value of collaborative drawing as a complimentary resource to aid the understanding of student experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback%20forms" title="feedback forms">feedback forms</a>, <a href="https://publications.waset.org/abstracts/search?q=visualisation" title=" visualisation"> visualisation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experience" title=" student experience"> student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20drawing" title=" collaborative drawing"> collaborative drawing</a> </p> <a href="https://publications.waset.org/abstracts/46260/using-collaborative-pictures-to-understand-student-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5342</span> The Student Care: The Influence of Family’s Attention toward the Student of Junior High Schools in Physics Learning Achievements </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Rossidatul%20Munawaroh">Siti Rossidatul Munawaroh</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Khusnul%20Khowatim"> Siti Khusnul Khowatim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is determined to find how is the influence of family attention of students in provides guidance of the student learning. The increasing of student’s learning motivation can be increased made up in various ways, one of them are through students social guidance in their relation with the family. The family not only provides the matter and the learning time but also be supervise for the learning time and guide his children to overcome a learning disability. The character of physics subject in their science experiences at junior high schools has demanded that student’s ability is to think symbolically and understand something in a meaningful manner. Therefore, the reinforcement of the physics learning motivation is clearly necessary not only by the school are related, but the family environment and the society. As for the role of family which includes maintenance, parenting, coaching, and educating both of physically and spiritually, this way is expected to give spirit impulsion in studying physics subject in order to increase student learning achievements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20subject" title="physics subject">physics subject</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20influence%20of%20family%20attention" title=" the influence of family attention"> the influence of family attention</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Student%20care" title=" the Student care"> the Student care</a> </p> <a href="https://publications.waset.org/abstracts/39582/the-student-care-the-influence-of-familys-attention-toward-the-student-of-junior-high-schools-in-physics-learning-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5341</span> Using Data Mining Techniques to Evaluate the Different Factors Affecting the Academic Performance of Students at the Faculty of Information Technology in Hashemite University in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feras%20Hanandeh">Feras Hanandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Majdi%20Shannag"> Majdi Shannag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research studies the different factors that could affect the Faculty of Information Technology in Hashemite University students’ accumulative average. The research paper verifies the student information, background, their academic records, and how this information will affect the student to get high grades. The student information used in the study is extracted from the student’s academic records. The data mining tools and techniques are used to decide which attribute(s) will affect the student’s accumulative average. The results show that the most important factor which affects the students’ accumulative average is the student Acceptance Type. And we built a decision tree model and rules to determine how the student can get high grades in their courses. The overall accuracy of the model is 44% which is accepted rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=extracting%20rules" title=" extracting rules"> extracting rules</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20tree" title=" decision tree"> decision tree</a> </p> <a href="https://publications.waset.org/abstracts/31096/using-data-mining-techniques-to-evaluate-the-different-factors-affecting-the-academic-performance-of-students-at-the-faculty-of-information-technology-in-hashemite-university-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5340</span> The New Educators: The Reasons for Saudi Arabia to Invest More in Student Counseling Programs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Turki%20Alotaibi">Turki Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student counseling programs can provide many benefits to students in schools all around the world. In theory, the government of the Kingdom of Saudi Arabia (Saudi Arabia) has committed itself to school counseling programs in educational institutions throughout the country. Student counselors face a number of burdens and obstacles that impact student counseling programs. It is also widely known that Saudi Arabia has extremely high prevalence rates for overweight and obesity, anxiety and depression, and diabetes in children. It has also been demonstrated that teachers and staff are inadequately prepared when dealing with health issues relating to diabetes in schools in Saudi Arabia. This study will clearly demonstrate how student counselors in Saudi Arabia could become 'New Educators' in Saudi schools in relation to these health issues. This would allow them to leverage their position as student counselor to improve the management of these health issues in Saudi schools, to improve the quality of care provided to school children, and to overcome burdens and obstacles that are currently negatively affecting student counseling in Saudi schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety%20and%20depression" title="anxiety and depression">anxiety and depression</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight%20and%20obesity" title=" overweight and obesity"> overweight and obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20recommendations" title=" policy recommendations"> policy recommendations</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20counseling" title=" student counseling"> student counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Kingdom%20of%20Saudi%20Arabia" title=" The Kingdom of Saudi Arabia"> The Kingdom of Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/51729/the-new-educators-the-reasons-for-saudi-arabia-to-invest-more-in-student-counseling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5339</span> Mining Educational Data to Support Students’ Major Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/abstracts/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to create the model for student in choosing an emphasized track of student majoring in computer science at Suan Sunandha Rajabhat University. The objective of this research is to develop the suggested system using data mining technique to analyze knowledge and conduct decision rules. Such relationships can be used to demonstrate the reasonableness of student choosing a track as well as to support his/her decision and the system is verified by experts in the field. The sampling is from student of computer science based on the system and the questionnaire to see the satisfaction. The system result is found to be satisfactory by both experts and student as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining%20technique" title="data mining technique">data mining technique</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20decision%20support%20system" title=" the decision support system"> the decision support system</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20and%20decision%20rules" title=" knowledge and decision rules"> knowledge and decision rules</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/2788/mining-educational-data-to-support-students-major-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5338</span> Future Student Service Organization - Road Map</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Postert">Michael Postert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Studierendenwerke are legally independent public foundations with a one-century-old history in the German university community. Like the French CROUS, the Italian ANDISU or the Japanese University COOPs, they are set-up to serve the university and student needs. They are legally independent of their client institutions and student stakeholders. Initially set up as a support organization by students for students they have evolved to public business institutions with an annual turnover of EUR 100 Million or more. They are usually engaged in business areas such as student housing, restaurants, student grants, governmental scholarships and counselling services. These institutions are facing major changes over the next few years. The COVID19 pandemic and its impact on the educational system will unavoidably have an immense impact on the German student service organizations (Studierendenwerke). Issues such as digitalization and sustainability will have a huge impact on how the future business model of the Studierendenwerke will look like. The paper will discuss the aims and challenges of this development that started already before the COVID19 pandemic. In light of the way the educational system of the future will look like, the Studierendenwerke have to develop as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20model" title="business model">business model</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20services" title=" student services"> student services</a> </p> <a href="https://publications.waset.org/abstracts/138772/future-student-service-organization-road-map" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span 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