CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Vocational Teaching Method</title> <meta name="description" content="Search results for: Vocational Teaching Method"> <meta name="keywords" content="Vocational Teaching Method"> <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 ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Vocational Teaching Method" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/search"> <div 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="Vocational Teaching Method"> <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> 8593</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Vocational Teaching Method</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8593</span> Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adnan%20Ahmad">Adnan Ahmad</a>, <a href="https://publications.waset.org/search?q=Yusri%20Kamin"> Yusri Kamin</a>, <a href="https://publications.waset.org/search?q=Asnol%20Dahar%20Minghat"> Asnol Dahar Minghat</a>, <a href="https://publications.waset.org/search?q=Mohd.%20Khir%20Nordin"> Mohd. Khir Nordin</a>, <a href="https://publications.waset.org/search?q=Dayana%20Farzeha"> Dayana Farzeha</a>, <a href="https://publications.waset.org/search?q=Ahmad%20Nabil"> Ahmad Nabil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method" title="Vocational Teaching Method">Vocational Teaching Method</a>, <a href="https://publications.waset.org/search?q=Practical%20Task" title=" Practical Task"> Practical Task</a>, <a href="https://publications.waset.org/search?q=Teacher%20Preferences" title=" Teacher Preferences"> Teacher Preferences</a>, <a href="https://publications.waset.org/search?q=Student%20Preferences." title=" Student Preferences."> Student Preferences.</a> </p> <a href="https://publications.waset.org/9999060/vocational-teaching-method-a-conceptual-model-in-teaching-automotive-practical-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999060/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999060/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999060/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999060/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999060/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999060/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999060/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999060/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999060/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999060/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999060.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">3936</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8592</span> Changes in Vocational Teacher Training in Hungary: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Bacsa-B%C3%A1n">A. Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The training of vocational education teachers in Hungary was a special training system before the Bologna system, but under the influence of the Bologna system, the structure and content of the training changed significantly. The training of vocational teachers, including engineering teacher and vocational trainers, is considerably different when compared to the training of public education teachers. This study aims to present these differences and peculiarities, problems, and issues of the training as well as to outline the possibilities of further development. During the study the following methods were implemented: empirical research among students and graduates of vocational teacher training, as well as analysis of the relevant literature. The study summarizes the research and theoretical results related to Vocational Education and Training (VET) teacher training over the past 15 years, with the aim of developing the training and mapping new directions in the field.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bologna%20system" title="Bologna system">Bologna system</a>, <a href="https://publications.waset.org/search?q=vocational%20educators" title=" vocational educators"> vocational educators</a>, <a href="https://publications.waset.org/search?q=vocational%20teachers" title=" vocational teachers"> vocational teachers</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20training." title=" vocational teacher training."> vocational teacher training.</a> </p> <a href="https://publications.waset.org/10012766/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012766/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012766/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012766/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012766/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012766/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012766/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012766/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012766/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012766/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012766/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012766.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">432</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8591</span> A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kirsi%20Korkealehto">Kirsi Korkealehto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multicultural" title="Multicultural">Multicultural</a>, <a href="https://publications.waset.org/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/search?q=teacher%20competences" title=" teacher competences"> teacher competences</a>, <a href="https://publications.waset.org/search?q=vocational%20school." title=" vocational school."> vocational school.</a> </p> <a href="https://publications.waset.org/10011952/a-case-study-on-vocational-teachers-perceptions-on-their-linguistically-and-culturally-responsive-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011952/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011952/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011952/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011952/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011952/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011952/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011952/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011952/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011952/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011952/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011952.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">511</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8590</span> Teaching Contemporary Power Distribution and Industrial Networks in Higher Education Vocational Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rade%20M.%20Ciric">Rade M. Ciric </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper shows the development and implementation of the syllabus of the subject 'Distribution and Industrial Networks', attended by the vocational specialist Year 4 students of the Electric Power Engineering study programme at the Higher Education Technical School of Vocational Studies in Novi Sad. The aim of the subject is to equip students with the knowledge necessary for planning, exploitation and management of distributive and industrial electric power networks in an open electricity market environment. The results of the evaluation of educational outcomes on the subject are presented and discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=power%20distribution%20network" title=" power distribution network"> power distribution network</a>, <a href="https://publications.waset.org/search?q=syllabus%20implementation" title=" syllabus implementation"> syllabus implementation</a>, <a href="https://publications.waset.org/search?q=outcome%20evaluation." title=" outcome evaluation."> outcome evaluation.</a> </p> <a href="https://publications.waset.org/10008918/teaching-contemporary-power-distribution-and-industrial-networks-in-higher-education-vocational-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008918/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008918/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008918/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008918/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008918/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008918/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008918/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008918/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008918/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008918/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008918.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">776</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8589</span> Rubric in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azmanirah%20Ab%20Rahman">Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/search?q=Ruhizan%20Muhammad%20Yasin"> Ruhizan Muhammad Yasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rubric is a very important tool for teachers and students for a variety of purposes. Teachers use the rubric for evaluating student work while students use rubrics for self-assessment. Therefore, this paper was emphasized scoring rubric as a scoring tool for teachers in an environment of Competency Based Education and Training (CBET) in Malaysia Vocational College. A total of three teachers in the fields of electrical and electronics engineering were interviewed to identify how the use of rubrics practiced since vocational transformation implemented in 2012. Overall holistic rubric used to determine the performance of students in the skills area.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Rubric" title="Rubric">Rubric</a>, <a href="https://publications.waset.org/search?q=Vocational%20Education." title=" Vocational Education."> Vocational Education.</a> </p> <a href="https://publications.waset.org/9997162/rubric-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997162/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997162/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997162/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997162/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997162/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997162/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997162/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997162/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997162/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997162/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997162.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">3596</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8588</span> Vocational Skills, Recognition of Prior Learning and Technology: The Future of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shankar%20Subramanian%20Iyer">Shankar Subramanian Iyer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The vocational education, enhanced by technology and Recognition of Prior Learning (RPL) is going to be the main ingredient of the future of education. This is coming from the various issues of the current educational system like cost, time, type of course, type of curriculum, unemployment, to name the major reasons. Most millennials like to perform and learn rather than learning how to perform. This is the essence of vocational education be it any field from cooking, painting, plumbing to modern technologies using computers. Even a more theoretical course like entrepreneurship can be taught as to be an entrepreneur and learn about its nuances. The best way to learn accountancy is actually keeping accounts for a small business or grocer and learn the ropes of accountancy and finance. The purpose of this study is to investigate the relationship between vocational skills, RPL and new technologies with future employability. This study implies that individual's knowledge and skills are essential aspects to be emphasized in future education and to give credit for prior experience for future employability. Virtual reality can be used to stimulate workplace situations for vocational learning for fields like hospitality, medical emergencies, healthcare, draughtsman ship, building inspection, quantity surveying, estimation, to name a few. All disruptions in future education, especially vocational education, are going to be technology driven with the advent of AI, ML, IoT, VR, VI etc. Vocational education not only helps institutes cut costs drastically, but allows all students to have hands-on experiences, rather than to be observers. The earlier experiential learning theory and the recent theory of knowledge and skills-based learning modified and applied to the vocational education and development of skills is the proposed contribution of this paper. Apart from secondary research study on major scholarly articles, books, primary research using interviews, questionnaire surveys have been used to validate and test the reliability of the suggested model using Partial Least Square- Structural Equation Method (PLS-SEM), the factors being assimilated using an existing literature review. Major findings have been that there exists high relationship between the vocational skills, RPL, new technology to the future employability through mediation of future employability skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20education" title="Vocational education">Vocational education</a>, <a href="https://publications.waset.org/search?q=vocational%20skills" title=" vocational skills"> vocational skills</a>, <a href="https://publications.waset.org/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/search?q=modern%20technologies" title=" modern technologies"> modern technologies</a>, <a href="https://publications.waset.org/search?q=Recognition%20of%20Prior%20Learning" title=" Recognition of Prior Learning"> Recognition of Prior Learning</a>, <a href="https://publications.waset.org/search?q=RPL." title=" RPL."> RPL.</a> </p> <a href="https://publications.waset.org/10012569/vocational-skills-recognition-of-prior-learning-and-technology-the-future-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012569/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012569/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012569/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012569/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012569/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012569/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012569/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012569/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012569/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012569/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012569.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">776</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8587</span> Different Teaching Methods for Program Design and Algorithmic Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yue%20Zhao">Yue Zhao</a>, <a href="https://publications.waset.org/search?q=Jianping%20Li"> Jianping Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper covers the present situation and problem of experimental teaching of mathematics specialty in recent years, puts forward and demonstrates experimental teaching methods for different education. From the aspects of content and experimental teaching approach, uses as an example the course “Experiment for Program Designing & Algorithmic Language" and discusses teaching practice and laboratory course work. In addition a series of successful methods and measures are introduced in experimental teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Differentiated%20teaching" title="Differentiated teaching">Differentiated teaching</a>, <a href="https://publications.waset.org/search?q=experimental%20teaching" title=" experimental teaching"> experimental teaching</a>, <a href="https://publications.waset.org/search?q=program%20design%20and%20algorithmic%20language" title=" program design and algorithmic language"> program design and algorithmic language</a>, <a href="https://publications.waset.org/search?q=teaching%20method." title=" teaching method."> teaching method.</a> </p> <a href="https://publications.waset.org/4144/different-teaching-methods-for-program-design-and-algorithmic-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4144/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4144/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4144/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4144/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4144/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4144/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4144/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4144/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4144/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4144/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4144.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">1632</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8586</span> Effect of Organizational Resources on Improving Independency of People with Severe Disabilities: Vocational Rehabilitation Facilities in South Korea </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Soungwan%20Kim">Soungwan Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses an analysis of how the characteristics of resources at vocational rehabilitation facilities for the disabled affect the improvement of independency skills among people with severe disabilities. The analysis results indicate that more internal financial resources and more connections to local communities among network resources had greater effects on improving the independency of people with severe disabilities. Based on this result, this paper presents strategies for mobilizing resources to improve the independency of people with severe disabilities at vocational rehabilitation facilities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20rehabilitation%20facility%20for%20people%20with%20disabilities" title="Vocational rehabilitation facility for people with disabilities">Vocational rehabilitation facility for people with disabilities</a>, <a href="https://publications.waset.org/search?q=types%20of%20resources" title=" types of resources"> types of resources</a>, <a href="https://publications.waset.org/search?q=independency" title=" independency"> independency</a>, <a href="https://publications.waset.org/search?q=network%20resources." title=" network resources."> network resources.</a> </p> <a href="https://publications.waset.org/10003806/effect-of-organizational-resources-on-improving-independency-of-people-with-severe-disabilities-vocational-rehabilitation-facilities-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003806.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">1311</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8585</span> Factors of Vocational Identity for Social Welfare University Students in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Sakano">J. Sakano</a>, <a href="https://publications.waset.org/search?q=Y.%20Yajima"> Y. Yajima</a>, <a href="https://publications.waset.org/search?q=W.%20Ono"> W. Ono</a>, <a href="https://publications.waset.org/search?q=Y.%20Yamazaki">Y. Yamazaki</a>, <a href="https://publications.waset.org/search?q=S.%20Sasahara"> S. Sasahara</a>, <a href="https://publications.waset.org/search?q=Y.%20Tomotsune"> Y. Tomotsune</a>, <a href="https://publications.waset.org/search?q=Y.%20Ohi"> Y. Ohi</a>, <a href="https://publications.waset.org/search?q=S.%20Suzuki"> S. Suzuki</a>, <a href="https://publications.waset.org/search?q=A.%20Seki"> A. Seki</a>, <a href="https://publications.waset.org/search?q=I.%0AMatsuzaki"> I. Matsuzaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to verify a hypothesis that a sense of fulfillment in student life and perceived stress in training in the facilities could affect vocational identity among social welfare university students, in order to acquire implications for enhancing the vocational consciousness. A questionnaire survey was conducted with 388 third- and fourth-year students of training course for certified social workers in three universities in A prefecture in Japan. The questionnaire was returned by 338 students, and 288 responses (85.2%) were valid and used for the analysis. As a SEM result, the hypothesized model proved to be fit to the data. Path coefficient of sense of fulfillment of student life to vocational identity was statistically positive. Path coefficient of training stress to vocational identity was statistically negative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Training%20stress" title="Training stress">Training stress</a>, <a href="https://publications.waset.org/search?q=Physical%20health" title=" Physical health"> Physical health</a>, <a href="https://publications.waset.org/search?q=Sense%20of%20fulfillment%0Aof%20student%20life" title=" Sense of fulfillment of student life"> Sense of fulfillment of student life</a>, <a href="https://publications.waset.org/search?q=structural%20equation%20modeling%20%28SEM%29" title=" structural equation modeling (SEM)"> structural equation modeling (SEM)</a> </p> <a href="https://publications.waset.org/10637/factors-of-vocational-identity-for-social-welfare-university-students-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10637/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10637/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10637/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10637/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10637/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10637/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10637/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10637/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10637/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10637/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10637.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">1594</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8584</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style, and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire, then analyzed using SPSS version 20.0.The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings, implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Creativity" title="Creativity">Creativity</a>, <a href="https://publications.waset.org/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%0D%0Aprocess." title=" presentation products and development for learning and teaching process."> presentation products and development for learning and teaching process.</a> </p> <a href="https://publications.waset.org/10003338/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003338/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003338/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003338/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003338/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003338/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003338/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003338/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003338/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003338/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003338/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003338.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">1515</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8583</span> Adoption of iPads Paving the Way to Changes in the Knowledge Practices within a School of Vocational Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20Aarreniemi-Jokipelto">Päivi Aarreniemi-Jokipelto</a>, <a href="https://publications.waset.org/search?q=Merja%20Alanko-Turunen"> Merja Alanko-Turunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The possibilities of mobile technology generate new demands for vocational teacher trainers to transform their approach to work and to incorporate its usage into their ordinary educational practice. This paper presents findings of a focus discussion group (FDG) session on the usage of iPads within a school of vocational teacher education (SoVTE). It aims to clarify how the teacher trainers are using iPads and what has changed in their work during the usage of iPads. The analytical framework bases on content analysis and expansive learning cycle. It was not only found what kind of a role iPads played in their daily practices but it brought also into attention how a cultural change regarding the usage of social media and mobile technology was desperately needed in the whole work community. Thus, the FGD was abducted for developing the knowledge practices of the community of the SoVTE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=iPad" title="iPad">iPad</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20education." title=" vocational teacher education."> vocational teacher education.</a> </p> <a href="https://publications.waset.org/3817/adoption-of-ipads-paving-the-way-to-changes-in-the-knowledge-practices-within-a-school-of-vocational-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3817.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">1823</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8582</span> Issues in the User Interface Design of a Content Rich Vocational Training Application for Digitally Illiterate Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jamie%20Otelsberg">Jamie Otelsberg</a>, <a href="https://publications.waset.org/search?q=Nagarajan%20Akshay"> Nagarajan Akshay</a>, <a href="https://publications.waset.org/search?q=Rao%20R.%20Bhavani"> Rao R. Bhavani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses our preliminary experiences in the design of a user interface of a computerized content-rich vocational training courseware meant for users with little or no computer experience. In targeting a growing population with limited access to skills training of any sort, we faced numerous challenges, including language and cultural differences, resource limits, gender boundaries and, in many cases, the simple lack of trainee motivation. With the size of the unskilled population increasing much more rapidly than the numbers of sufficiently skilled teachers, there is little choice but to develop teaching techniques that will take advantage of emerging computer-based training technologies. However, in striving to serve populations with minimal computer literacy, one must carefully design the user interface to accommodate their cultural, social, educational, motivational and other differences. Our work, which uses computer based and haptic simulation technologies to deliver training to these populations, has provided some useful insights on potential user interface design approaches.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=User%20interface%20design" title="User interface design">User interface design</a>, <a href="https://publications.waset.org/search?q=digitally%20illiterate" title=" digitally illiterate"> digitally illiterate</a>, <a href="https://publications.waset.org/search?q=vocational%20training" title=" vocational training"> vocational training</a>, <a href="https://publications.waset.org/search?q=navigation%20issues" title=" navigation issues"> navigation issues</a>, <a href="https://publications.waset.org/search?q=computer%20human%20interaction" title=" computer human interaction"> computer human interaction</a>, <a href="https://publications.waset.org/search?q=human%20factors." title=" human factors."> human factors.</a> </p> <a href="https://publications.waset.org/17022/issues-in-the-user-interface-design-of-a-content-rich-vocational-training-application-for-digitally-illiterate-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17022/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17022/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17022.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">2377</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8581</span> An Implementation of Multi-Media Applications in Teaching Structural Design to Architectural Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wafa%20Labib">Wafa Labib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching methods include lectures, workshops and tutorials for the presentation and discussion of ideas have become out of date; were developed outside the discipline of architecture from the college of engineering and do not satisfy the architectural students’ needs and causes them many difficulties in integrating structure into their design. In an attempt to improve structure teaching methods, this paper focused upon proposing a supportive teaching/learning tool using multi-media applications which seeks to better meet the architecture student’s needs and capabilities and improve the understanding and application of basic and intermediate structural engineering and technology principles. Before introducing the use of multi-media as a supportive teaching tool, a questionnaire was distributed to third year students of a structural design course who were selected as a sample to be surveyed forming a sample of 90 cases. The primary aim of the questionnaire was to identify the students’ learning style and to investigate whether the selected method of teaching could make the teaching and learning process more efficient. Students’ reaction on the use of this method was measured using three key elements indicating that this method is an appropriate teaching method for the nature of the students and the course as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20Method" title="Teaching Method">Teaching Method</a>, <a href="https://publications.waset.org/search?q=Architecture" title=" Architecture"> Architecture</a>, <a href="https://publications.waset.org/search?q=Learning%20style" title=" Learning style"> Learning style</a>, <a href="https://publications.waset.org/search?q=Multi-Media." title=" Multi-Media."> Multi-Media.</a> </p> <a href="https://publications.waset.org/10003382/an-implementation-of-multi-media-applications-in-teaching-structural-design-to-architectural-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003382/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003382/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003382/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003382/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003382/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003382/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003382/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003382/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003382/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003382/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003382.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">1735</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8580</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.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">370</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8579</span> A Social Cognitive Investigation in the Context of Vocational Training Performance of People with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Majid%20A.%20AlSayari">Majid A. AlSayari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study reported here investigated social cognitive theory (SCT) in the context of Vocational Rehab (VR) for people with disabilities. The prime purpose was to increase knowledge of VR phenomena and make recommendations for improving VR services. The sample consisted of 242 persons with Spinal Cord Injuries (SCI) who completed questionnaires. A further 32 participants were Trainers. Analysis of questionnaire data was carried out using factor analysis, multiple regression analysis, and thematic analysis. The analysis suggested that, in motivational terms, and consistent with research carried out in other academic contexts, self-efficacy was the best predictor of VR performance. The author concludes that that VR self-efficacy predicted VR training performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20cognitive%20theory" title="Social cognitive theory">Social cognitive theory</a>, <a href="https://publications.waset.org/search?q=vocational%20rehab" title=" vocational rehab"> vocational rehab</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/search?q=proxy%20efficacy" title=" proxy efficacy"> proxy efficacy</a>, <a href="https://publications.waset.org/search?q=people%20with%20disabilities." title=" people with disabilities. "> people with disabilities. </a> </p> <a href="https://publications.waset.org/10009614/a-social-cognitive-investigation-in-the-context-of-vocational-training-performance-of-people-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009614/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009614/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009614/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009614/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009614/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009614/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009614/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009614/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009614/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009614/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009614.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">770</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8578</span> Investigation of the Effect of Teaching a Thinking and Research Lesson by Cooperative and Traditional Methods on the Creativity of Sixth Grade Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Faroogh%20Khakzad">Faroogh Khakzad</a>, <a href="https://publications.waset.org/search?q=Marzieh%20Dehghani"> Marzieh Dehghani</a>, <a href="https://publications.waset.org/search?q=Elahe%20Hejazi"> Elahe Hejazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study investigates the effect of teaching a Thinking and Research lesson by cooperative and traditional methods on the creativity of sixth-grade students in Piranshahr province. The statistical society includes all the sixth-grade students of Piranshahr province. The sample of this studytable was selected by available sampling from among male elementary schools of Piranshahr. They were randomly assigned into two groups of cooperative teaching method and traditional teaching method. The design of the study is quasi-experimental with a control group. In this study, to assess students’ creativity, Abedi’s creativity questionnaire was used. Based on Cronbach’s alpha coefficient, the reliability of the factor flow was 0.74, innovation was 0.61, flexibility was 0.63, and expansion was 0.68. To analyze the data, t-test, univariate and multivariate covariance analysis were used for evaluation of the difference of means and the pretest and posttest scores. The findings of the research showed that cooperative teaching method does not significantly increase creativity (p > 0.05). Moreover, cooperative teaching method was found to have significant effect on flow factor (p < 0.05), but in innovation and expansion factors no significant effect was observed (p < 0.05).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cooperative%20teaching%20method" title="Cooperative teaching method">Cooperative teaching method</a>, <a href="https://publications.waset.org/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/search?q=flow" title=" flow"> flow</a>, <a href="https://publications.waset.org/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/search?q=expansion" title=" expansion"> expansion</a>, <a href="https://publications.waset.org/search?q=thinking%20and%20research%20lesson." title=" thinking and research lesson."> thinking and research lesson.</a> </p> <a href="https://publications.waset.org/10009314/investigation-of-the-effect-of-teaching-a-thinking-and-research-lesson-by-cooperative-and-traditional-methods-on-the-creativity-of-sixth-grade-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009314/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009314/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009314/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009314/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009314/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009314/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009314/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009314/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009314/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009314/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009314.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">694</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8577</span> Homogeneous and Heterogeneous Catalysis: Teachings of the Thermal Energy and Power Engineering Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Junjie%20Chen">Junjie Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>It is usually difficult for students to understand some basic theories in learning thermal energy and power engineering course. A new teaching method was proposed that we should introduce the comparison research method of those theories to help them being understood. “Homogeneous and heterogeneous catalysis” teaching is analyzed as an example by comparison research method.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Homogeneous%20catalysis" title="Homogeneous catalysis">Homogeneous catalysis</a>, <a href="https://publications.waset.org/search?q=heterogeneous%20catalysis" title=" heterogeneous catalysis"> heterogeneous catalysis</a>, <a href="https://publications.waset.org/search?q=thermal%20energy%20and%20power%20engineering" title=" thermal energy and power engineering"> thermal energy and power engineering</a>, <a href="https://publications.waset.org/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/search?q=comparison%0D%0Aresearch%20method." title=" comparison research method."> comparison research method.</a> </p> <a href="https://publications.waset.org/10000085/homogeneous-and-heterogeneous-catalysis-teachings-of-the-thermal-energy-and-power-engineering-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000085/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000085/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000085/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000085/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000085/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000085/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000085/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000085/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000085/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000085/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000085.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">5584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8576</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Audio-lingual Method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20English" title="Teaching English">Teaching English</a>, <a href="https://publications.waset.org/search?q=Audio%20Lingual%20Method." title=" Audio Lingual Method."> Audio Lingual Method.</a> </p> <a href="https://publications.waset.org/9999623/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999623/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999623/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999623/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999623/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999623/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999623/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999623/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999623/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999623/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999623/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999623.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">3951</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8575</span> Development of a Small-Group Teaching Method for Enhancing the Learning of Basic Acupuncture Manipulation Optimized with the Theory of Motor Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wen-Chao%20Tang">Wen-Chao Tang</a>, <a href="https://publications.waset.org/search?q=Tang-Yi%20Liu"> Tang-Yi Liu</a>, <a href="https://publications.waset.org/search?q=Ming%20Gao"> Ming Gao</a>, <a href="https://publications.waset.org/search?q=Gang%20Xu"> Gang Xu</a>, <a href="https://publications.waset.org/search?q=Hua-Yuan%20Yang"> Hua-Yuan Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study developed a method for teaching acupuncture manipulation in small groups optimized with the theory of motor learning. Sixty acupuncture students and their teacher participated in our research. Motion videos were recorded of their manipulations using the lifting-thrusting method. These videos were analyzed using Simi Motion software to acquire the movement parameters of the thumb tip. The parameter velocity curves along Y axis was used to generate small teaching groups clustered by a self-organized map (SOM) and K-means. Ten groups were generated. All the targeted instruction based on the comparative results groups as well as the videos of teacher and student was provided to the members of each group respectively. According to the theory and research of motor learning, the factors or technologies such as video instruction, observational learning, external focus and summary feedback were integrated into this teaching method. Such efforts were desired to improve and enhance the effectiveness of current acupuncture teaching methods in limited classroom teaching time and extracurricular training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acupuncture" title="Acupuncture">Acupuncture</a>, <a href="https://publications.waset.org/search?q=group%20teaching" title=" group teaching"> group teaching</a>, <a href="https://publications.waset.org/search?q=video%20instruction" title=" video instruction"> video instruction</a>, <a href="https://publications.waset.org/search?q=observational%20learning" title=" observational learning"> observational learning</a>, <a href="https://publications.waset.org/search?q=external%20focus" title=" external focus"> external focus</a>, <a href="https://publications.waset.org/search?q=summary%20feedback." title=" summary feedback."> summary feedback.</a> </p> <a href="https://publications.waset.org/10010824/development-of-a-small-group-teaching-method-for-enhancing-the-learning-of-basic-acupuncture-manipulation-optimized-with-the-theory-of-motor-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010824/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010824/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010824/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010824/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010824/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010824/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010824/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010824/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010824/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010824/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010824.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">595</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8574</span> Enhancing Sustainability Awareness through Social Learning Experiences on Campuses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rashika%20Sharma">Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The campuses at tertiary institutes can act as a social environment for peer to peer connections. However, socialization is not the only aspect that campuses provide. The campus can act as a learning environment that has often been termed as the campus curriculum. Many tertiary institutes have taken steps to make their campus a ‘green campus’ whereby initiatives have been taken to reduce their impact on the environment. However, as visible as these initiatives are, it is debatable whether these have any effect on students’ and their understanding of sustainable campus operations. Therefore, research was conducted to evaluate the effectiveness of sustainable campus operations in raising students’ awareness of sustainability. Students at two vocational institutes participated in this interpretive research with data collected through surveys and focus groups. The findings indicated that majority of vocational education students remained oblivious of sustainability initiatives on campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20for%20Sustainability" title="Education for Sustainability">Education for Sustainability</a>, <a href="https://publications.waset.org/search?q=campus%20learning" title=" campus learning"> campus learning</a>, <a href="https://publications.waset.org/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/search?q=vocational%20education." title=" vocational education. "> vocational education. </a> </p> <a href="https://publications.waset.org/10008104/enhancing-sustainability-awareness-through-social-learning-experiences-on-campuses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008104/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008104/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008104/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008104/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008104/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008104/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008104/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008104/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008104/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008104/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008104.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">1018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8573</span> An Experience Report on Course Teaching in Information Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20practices" title="Educational practices">Educational practices</a>, <a href="https://publications.waset.org/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/search?q=teaching%20methods." title=" teaching methods. "> teaching methods. </a> </p> <a href="https://publications.waset.org/10005840/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005840/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005840/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005840/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005840/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005840/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005840/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005840/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005840/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005840/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005840/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005840.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">1115</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8572</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conventional%20teaching%20method" title="Conventional teaching method">Conventional teaching method</a>, <a href="https://publications.waset.org/search?q=Gamification%0D%0Ateaching%20method" title=" Gamification teaching method"> Gamification teaching method</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Engagement." title=" Engagement."> Engagement.</a> </p> <a href="https://publications.waset.org/9999788/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999788/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999788/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999788/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999788/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999788/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999788/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999788/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999788/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999788/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999788/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999788.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">5811</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8571</span> Implementing Learner-Centered Teaching Approach in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iman%20Ali%20Ahmed%20Al-Rashed">Iman Ali Ahmed Al-Rashed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper directs attention to the limitations of the teacher-centered strategy in teaching. The aim of this study is to draw more educational attention to learner-centered strategy in order to shift the emphasis from the traditional concept of teaching to a new concept in teaching. To begin bridging the traditional concept of teaching and the new concept, the study will explore the new concept of teaching to support teaching in Arab World generally and in Iraq specifically. A qualitative case study orientation was used to collect data in the form of classroom observations, interviews and field notes. The teaching practices used by three university instructors are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=learner-centered%20strategy" title=" learner-centered strategy"> learner-centered strategy</a>, <a href="https://publications.waset.org/search?q=qualitative%0D%0Astudy" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/search?q=teacher-centered%20strategy" title=" teacher-centered strategy"> teacher-centered strategy</a>, <a href="https://publications.waset.org/search?q=traditional%20teaching." title=" traditional teaching."> traditional teaching.</a> </p> <a href="https://publications.waset.org/10002025/implementing-learner-centered-teaching-approach-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002025/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002025/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002025/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002025/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002025/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002025/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002025/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002025/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002025/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002025/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002025.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">1995</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8570</span> The Analysis of Internet and Social Media Behaviors of the Students in the Higher School of Vocational and Technical Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mehmet%20Balci">Mehmet Balci</a>, <a href="https://publications.waset.org/search?q=Sakir%20Tasdemir"> Sakir Tasdemir</a>, <a href="https://publications.waset.org/search?q=Mustafa%20Altin"> Mustafa Altin</a>, <a href="https://publications.waset.org/search?q=Ozlem%20Bozok"> Ozlem Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Our globalizing world has become almost a small village and everyone can access any information at any time. Everyone lets each other know who does whatever in which place. We can learn which social events occur in which place in the world. From the perspective of education, the course notes that a lecturer use in lessons in a university in any state of America can be examined by a student studying in a city of Africa or the Far East. This dizzying communication we have mentioned happened thanks to fast developments in computer and internet technologies. While these developments occur in the world, Turkey that has a very large young population and whose electronic infrastructure rapidly improves has also been affected by these developments. Nowadays, mobile devices have become common and thus, it causes to increase data traffic in social networks. This study was carried out on students in the different age groups in Selcuk University Vocational School of Technical Sciences, the Department of Computer Technology. Students’ opinions about the use of internet and social media were obtained. The features such as using the Internet and social media skills, purposes, operating frequency, accessing facilities and tools, social life and effects on vocational education and so forth were explored. The positive effects and negative effects of both internet and social media use on the students in this department and findings are evaluated from different perspectives and results are obtained. In addition, relations and differences were found out statistically.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20technologies" title="Computer technologies">Computer technologies</a>, <a href="https://publications.waset.org/search?q=internet%20use" title=" internet use"> internet use</a>, <a href="https://publications.waset.org/search?q=social%20network" title=" social network"> social network</a>, <a href="https://publications.waset.org/search?q=higher%20vocational%20school." title=" higher vocational school."> higher vocational school.</a> </p> <a href="https://publications.waset.org/10001212/the-analysis-of-internet-and-social-media-behaviors-of-the-students-in-the-higher-school-of-vocational-and-technical-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001212/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001212/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001212/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001212/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001212/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001212/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001212/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001212/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001212/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001212/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001212.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">1758</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8569</span> Research on the Teaching Quality Evaluation of China’s Network Music Education APP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Guangzhuang%20Yu">Guangzhuang Yu</a>, <a href="https://publications.waset.org/search?q=Chun-Chu%20Liu"> Chun-Chu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Network%20music%20education%20APP" title="Network music education APP">Network music education APP</a>, <a href="https://publications.waset.org/search?q=teaching%20quality%20evaluation" title=" teaching quality evaluation"> teaching quality evaluation</a>, <a href="https://publications.waset.org/search?q=index" title=" index"> index</a>, <a href="https://publications.waset.org/search?q=connotation." title=" connotation."> connotation.</a> </p> <a href="https://publications.waset.org/10011798/research-on-the-teaching-quality-evaluation-of-chinas-network-music-education-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011798/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011798/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011798/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011798/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011798/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011798/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011798/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011798/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011798/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011798/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011798.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">845</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8568</span> Research of Database Curriculum Construction under the Environment of Massive Open Online Courses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wang%20Zhanquan">Wang Zhanquan</a>, <a href="https://publications.waset.org/search?q=Yang%20Zeping"> Yang Zeping</a>, <a href="https://publications.waset.org/search?q=Gu%20Chunhua"> Gu Chunhua</a>, <a href="https://publications.waset.org/search?q=Zhu%20Fazhi"> Zhu Fazhi</a>, <a href="https://publications.waset.org/search?q=Guo%20Weibin"> Guo Weibin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Massive Open Online Courses (MOOCs) are becoming the new trend of education. There are many problems under the environment of Database Principle curriculum teaching process in MOOCs, such as teaching ideas and theories which are out of touch with the reality, how to carry out the technical teaching and interactive practice in the MOOCs environment, thus the methods of database course under the environment of MOOCs are proposed. There are three processes to deal with problem solving in the research, which are problems proposed, problems solved, and inductive analysis. The present research includes the design of teaching contents, teaching methods in classroom, flipped classroom teaching mode under the environment of MOOCs, learning flow method and large practice homework. The database designing ability is systematically improved based on the researching methods.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Problem%20solving-driven" title="Problem solving-driven">Problem solving-driven</a>, <a href="https://publications.waset.org/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/search?q=teaching%20art" title=" teaching art"> teaching art</a>, <a href="https://publications.waset.org/search?q=learning%20flow." title=" learning flow."> learning flow.</a> </p> <a href="https://publications.waset.org/10005900/research-of-database-curriculum-construction-under-the-environment-of-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005900/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005900/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005900/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005900/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005900/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005900/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005900/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005900/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005900/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005900/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005900.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">1336</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8567</span> The Boundary Element Method in Excel for Teaching Vector Calculus and Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Stephen%20Kirkup">Stephen Kirkup</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the implementation of the boundary element method (BEM) on an Excel spreadsheet and how it can be used in teaching vector calculus and simulation. There are two separate spreadheets, within which Laplace equation is solved by the BEM in two dimensions (LIBEM2) and axisymmetric three dimensions (LBEMA). The main algorithms are implemented in the associated programming language within Excel, Visual Basic for Applications (VBA). The BEM only requires a boundary mesh and hence it is a relatively accessible method. The BEM in the open spreadsheet environment is demonstrated as being useful as an aid to teaching and learning. The application of the BEM implemented on a spreadsheet for educational purposes in introductory vector calculus and simulation is explored. The development of assignment work is discussed, and sample results from student work are given. The spreadsheets were found to be useful tools in developing the students’ understanding of vector calculus and in simulating heat conduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Boundary%20element%20method" title="Boundary element method">Boundary element method</a>, <a href="https://publications.waset.org/search?q=laplace%20equation" title=" laplace equation"> laplace equation</a>, <a href="https://publications.waset.org/search?q=vector%20calculus" title=" vector calculus"> vector calculus</a>, <a href="https://publications.waset.org/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/search?q=education." title=" education."> education.</a> </p> <a href="https://publications.waset.org/10009857/the-boundary-element-method-in-excel-for-teaching-vector-calculus-and-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009857/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009857/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009857/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009857/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009857/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009857/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009857/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009857/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009857/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009857/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009857.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">999</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8566</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper proposes a new teaching and learning approach-project and module based teaching and learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20science%20education" title="Computer science education">Computer science education</a>, <a href="https://publications.waset.org/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/search?q=software%20engineering." title=" software engineering. "> software engineering. </a> </p> <a href="https://publications.waset.org/9997812/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997812/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997812/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997812/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997812/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997812/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997812/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997812/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997812/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997812/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997812/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997812.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">3454</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8565</span> Measuring Creativity in Die Products for Technological Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ching-Yi%20Lee">Ching-Yi Lee</a>, <a href="https://publications.waset.org/search?q=Dyi-Cheng%20Chen"> Dyi-Cheng Chen</a>, <a href="https://publications.waset.org/search?q=Bo-Yan%20Lai"> Bo-Yan Lai</a>, <a href="https://publications.waset.org/search?q=Chin-Pin%20Chen"> Chin-Pin Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creative design requires new approaches to assessment in vocational and technological education. To date, there has been little discussion on instruments used to evaluate dies produced by students in vocational and technological education. Developing a generic instrument has been very difficult due to the diversity of creative domains, the specificity of content, and the subjectivity involved in judgment. This paper presents an instrument for measuring the creativity in the design of products by expanding the Consensual Assessment Technique (CAT). The content-based scale was evaluated for content validity by 5 experts. The scale comprises 5 criteria: originality; practicability; precision; aesthetics; and exchangeability. Nine experts were invited to evaluate the dies produced by 38 college students who enrolled in a Product Design and Development course. To further explore the degree of rater agreement, inter-rater reliability was calculated for each dimension using Kendall's coefficient of concordance test. The inter-judge reliability scores achieved significance, with coefficients ranging from 0.53 to 0.71. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design%20education" title="Design education">Design education</a>, <a href="https://publications.waset.org/search?q=die%20creative%20product" title=" die creative product"> die creative product</a>, <a href="https://publications.waset.org/search?q=vocational%0Aand%20technological%20education" title=" vocational and technological education"> vocational and technological education</a>, <a href="https://publications.waset.org/search?q=Consensual%20Assessment%20Technique%0A%28CAT%29." title=" Consensual Assessment Technique (CAT)."> Consensual Assessment Technique (CAT).</a> </p> <a href="https://publications.waset.org/15903/measuring-creativity-in-die-products-for-technological-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15903/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15903/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15903/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15903/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15903/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15903/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15903/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15903/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15903/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15903/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15903.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">1867</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8564</span> Practice, Observation, and Gender Effects on Students’ Entrepreneurial Skills Development When Teaching through Entrepreneurship Is Adopted: Case of University of Tunis El Manar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=H.%20Chaker">H. Chaker</a>, <a href="https://publications.waset.org/search?q=T.%20Slama"> T. Slama</a>, <a href="https://publications.waset.org/search?q=N.%20Ely%C3%A9tim"> N. Elyétim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper analyzes the effects of gender, affiliation, prior work experience, social work, and vicarious learning through family role models on entrepreneurial skills development by students when they followed the teaching through the entrepreneurship method in Tunisia. We suggest that these variables enhance the development of students’ entrepreneurial skills when combined with teaching through entrepreneurship. The article assesses the impact of these combinations by comparing their effects on the development of thirteen students’ entrepreneurial competencies, namely entrepreneurial mindset, core self-evaluation, entrepreneurial attitude, entrepreneurial knowledge, creativity, financial literacy, managing ambiguity, marshaling of resources, planning, teaching methods, entrepreneurial teachers, innovative employee, and entrepreneurial intention. We use a two-sample independent t-test to make the comparison, and the results indicate that, when combined with teaching through the entrepreneurship method, students with prior work experience developed better six entrepreneurial skills; students with social work developed better three entrepreneurial skills, men developed better four entrepreneurial skills than women. However, all students developed their entrepreneurial skills through this practical method regardless of their affiliation and their vicarious learning through family role models.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Affiliation" title="Affiliation">Affiliation</a>, <a href="https://publications.waset.org/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=role%20models" title=" role models"> role models</a>, <a href="https://publications.waset.org/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/search?q=teaching%20through%20entrepreneurship" title=" teaching through entrepreneurship"> teaching through entrepreneurship</a>, <a href="https://publications.waset.org/search?q=vicarious%20learning" title=" vicarious learning"> vicarious learning</a>, <a href="https://publications.waset.org/search?q=work%20experience." title=" work experience."> work experience.</a> </p> <a href="https://publications.waset.org/10013529/practice-observation-and-gender-effects-on-students-entrepreneurial-skills-development-when-teaching-through-entrepreneurship-is-adopted-case-of-university-of-tunis-el-manar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013529/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013529/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013529/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013529/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013529/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013529/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013529/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013529/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013529/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013529/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013529.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">175</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=286">286</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=287">287</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>