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instruction</title> <meta name="description" content="Search results for: mode of instruction"> <meta name="keywords" content="mode of instruction"> <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 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action="https://publications.waset.org/abstracts/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="mode of instruction"> <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> 2645</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: mode of instruction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2645</span> Impact of Instructional Mode and Medium of Instruction on the Learning Outcomes of Secondary Level School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dipti%20Parida">Dipti Parida</a>, <a href="https://publications.waset.org/abstracts/search?q=Atasi%20Mohanty"> Atasi Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this research is to examine the interaction effect of flipped teaching and traditional teaching mode across two different medium (English and Odia) of instructional groups. Both Science and History subjects were taken to be taught in the Class- VIII in two different instructional mode/s. In total, 180 students of Class-VIII of both Odia and English medium schools were taken as the samples of this study; 90 participants (each group) were from both English and Odia medium schools ; 45 participants of each of these two groups were again assigned either to flip or traditional teaching method. We have two independent variables and each independent variable with two levels. Medium and mode of instruction are the two independent variables. Medium of instruction has two levels of Odia medium and English medium groups. The mode of instruction has also two levels of flip and traditional teaching method. Here we get 4 different groups, such as Odia medium students with traditional mode of teaching (O.M.T), Odia medium students with flipped mode of teaching (O.M.F), English medium students with traditional mode of teaching (E.M.T) and English medium students with flipped mode of teaching (E.M.F). Before the instructional administration, these four groups were given a test on the concerned topic to be taught. Based on this result, a one-way ANOVA was computed and the obtained result showed that these four groups don’t differ significantly from each other at the beginning. Then they were taught the concerned topic either in traditional or flip mode of teaching method. After that a 2×2×2 repeated measures ANOVA was done to analyze the group differences as well as the learning outcome before and after the teaching. The result table also shows that in post-test the learning outcome is highest in case of English medium students with flip mode of instruction. From the statistical analysis it is clear that the flipped mode of teaching is as effective for Odia medium students as it is for English medium students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20of%20instruction" title=" mode of instruction"> mode of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20mode" title=" test mode"> test mode</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20medium" title=" vernacular medium"> vernacular medium</a> </p> <a href="https://publications.waset.org/abstracts/71475/impact-of-instructional-mode-and-medium-of-instruction-on-the-learning-outcomes-of-secondary-level-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71475.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">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2644</span> The Effect of Computer-Mediated vs. Face-to-Face Instruction on L2 Pragmatics: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marziyeh%20Yousefi">Marziyeh Yousefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Nassaji"> Hossein Nassaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the results of a meta-analysis of studies on the effects of instruction mode on learning second language pragmatics during the last decade (from 2006 to 2016). After establishing related inclusion/ exclusion criteria, 39 published studies were retrieved and included in the present meta-analysis. Studies were later coded for face-to-face and computer-assisted mode of instruction. Statistical procedures were applied to obtain effect sizes. It was found that Computer-Assisted-Language-Learning studies generated larger effects than Face-to-Face instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title="meta-analysis">meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=effect%20size" title=" effect size"> effect size</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20pragmatics" title=" L2 pragmatics"> L2 pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20meta-analysis" title=" comprehensive meta-analysis"> comprehensive meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face" title=" face-to-face"> face-to-face</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning" title=" computer-assisted language learning"> computer-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/86038/the-effect-of-computer-mediated-vs-face-to-face-instruction-on-l2-pragmatics-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86038.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">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2643</span> Effects of E-Learning Mode of Instruction and Conventional Mode of Instruction on Student’s Achievement in English Language in Senior Secondary Schools, Ibadan Municipal, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibode%20Osa%20Felix">Ibode Osa Felix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of e-Learning is presently intensified in the academic world following the outbreak of the Covid-19 pandemic in early 2020. Hitherto, e-learning had made its debut in teaching and learning many years ago when it emerged as an aspect of Computer Based Teaching, but never before has its patronage become so important and popular as currently obtains. Previous studies revealed that there is an ongoing debate among researchers on the efficacy of the E-learning mode of instruction over the traditional teaching method. Therefore, the study examined the effect of E-learning and Conventional Mode of Instruction on Students Achievement in the English Language. The study is a quasi-experimental study in which 230 students, from three public secondary schools, were selected through a simple random sampling technique. Three instruments were developed, namely, E-learning Instructional Guide (ELIG), Conventional Method of Instructional Guide (CMIG), and English Language Achievement Test (ELAT). The result revealed that students taught through the conventional method had better results than students taught online. The result also shows that girls taught with the conventional method of teaching performed better than boys in the English Language. The study, therefore, recommended that effort should be made by the educational authorities in Nigeria to provide internet facilities to enhance practices among learners and provide electricity to power e-learning equipment in the secondary schools. This will boost e-learning practices among teachers and students and consequently overtake conventional method of teaching in due course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20method%20of%20teaching" title=" conventional method of teaching"> conventional method of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20in%20english" title=" achievement in english"> achievement in english</a>, <a href="https://publications.waset.org/abstracts/search?q=electricity" title=" electricity"> electricity</a> </p> <a href="https://publications.waset.org/abstracts/143419/effects-of-e-learning-mode-of-instruction-and-conventional-mode-of-instruction-on-students-achievement-in-english-language-in-senior-secondary-schools-ibadan-municipal-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143419.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">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2642</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.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">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2641</span> The Future of Reduced Instruction Set Computing and Complex Instruction Set Computing and Suggestions for Reduced Instruction Set Computing-V Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Can%20Xiao">Can Xiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Ouanhong%20Jiang"> Ouanhong Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on the two instruction sets of complex instruction set computing (CISC) and reduced instruction set computing (RISC), processors developed in their respective “expertise” fields. This paper will summarize research on the differences in performance and energy efficiency between CISC and RISC and strive to eliminate the influence of peripheral configuration factors. We will discuss whether processor performance is centered around instruction sets or implementation. In addition, the rapidly developing RISC-V poses a challenge to existing models. We will analyze research results, analyze the impact of instruction sets themselves, and finally make suggestions for the development of RISC-V. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ISA" title="ISA">ISA</a>, <a href="https://publications.waset.org/abstracts/search?q=RISC-V" title=" RISC-V"> RISC-V</a>, <a href="https://publications.waset.org/abstracts/search?q=ARM" title=" ARM"> ARM</a>, <a href="https://publications.waset.org/abstracts/search?q=X86" title=" X86"> X86</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title=" energy efficiency"> energy efficiency</a> </p> <a href="https://publications.waset.org/abstracts/166914/the-future-of-reduced-instruction-set-computing-and-complex-instruction-set-computing-and-suggestions-for-reduced-instruction-set-computing-v-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166914.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">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2640</span> An Analysis of the Effectiveness of Computer-Assisted Instruction on Student Achievement in Differing Science Content Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edwin%20Christmann">Edwin Christmann</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Hicks"> John Hicks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This meta-analysis compared the mathematics achievement of students who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI). From the 27 conclusions, an overall mean effect size of 0.236 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher mathematics achievement than did 59.48 percent of those receiving traditional instruction per se. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAI" title="CAI">CAI</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a> </p> <a href="https://publications.waset.org/abstracts/125312/an-analysis-of-the-effectiveness-of-computer-assisted-instruction-on-student-achievement-in-differing-science-content-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125312.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">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2639</span> Interlanguage Pragmatics Instruction: Evidence from EFL Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Ben%20Abdallah">Asma Ben Abdallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interlanguage Pragmatics (ILP) Instruction has brought a lot of enlightenment for Foreign Language Teaching and has secured itself a deserved position in SLA research. In the Tunisian context, ILP instruction remains less explored for academics and educational practitioners. In our experience as teachers, both at secondary school and at university levels, the instruction and assessment of pragmatics seem to be contentious. This paper firstly introduces the theoretical models of Interlanguage pragmatics Instruction and focuses on their implications for foreign language teaching. This study builds on the work of Ben Abdallah (2015) that investigated the effects of pragmatic Instruction on Tunisian EFL Learners where pragmatic Instruction has been approached from the perspective of students and their learning strategies. The data for the present study, however, come from Tunisian EFL teachers by investigating their pragmatics practices and their perceptions of pragmatic instruction. The findings indicated that EFL teachers have pragmatic awareness; yet, their reflections revealed that their awareness was mostly on theoretical pragmatic knowledge, and not explicitly brought into practical pragmatic applications. The paper concludes by promoting pragmatics instruction with the suggestion that EFL teachers should teach pragmatics in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20pragmatics%20theory" title="interlanguage pragmatics theory">interlanguage pragmatics theory</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20instruction" title=" pragmatic instruction"> pragmatic instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/93437/interlanguage-pragmatics-instruction-evidence-from-efl-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93437.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">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2638</span> Online Classroom Instruction and Collaborative Learning: Problems and Prospects Among Undergraduate Students of Obafemi Awolowo University, Ile-Ife, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello%20Theodora%20O.">Bello Theodora O.</a>, <a href="https://publications.waset.org/abstracts/search?q=Animola%20Odunayo%20V."> Animola Odunayo V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Owoade%20Johnson%20T."> Owoade Johnson T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of Covid-19, online classroom instruction became a very important mode of instruction delivery during which learners were engaged in both collaborative and online interactive learning process, but along with it are challenges as well as its deliverables. This study therefore investigated the various online platform used by the students for learning among fresh undergraduate students of Obafemi Awolowo University, Ile-Ife, Osun Sate. It also assessed the student’s perception towards online learning in the university and examined the influence of collaborative learning among the students. Lastly, it examined the problems that are associated with collaborative online learning instruction in the university. These were with a view to providing empirical information on problems and prospects of online classroom instruction among fresh undergraduate physical science students of Obafemi Awolowo University, Ile-Ife. The study employed a descriptive survey research technique. The population comprised all the fresh undergraduates in physical science departments of Obafemi Awolowo University, Ile-Ife. The sample consisted two hundred freshmen in physical science departments of Obafemi Awolowo University, Ile-Ife, who were selected using simple random techniques. During the selection, a questionnaire was used to collect data from the respondents. The data were analyzed using appropriate descriptive of frequency, simple percentage, and mean. Results showed that Google Meet 149(74.5%), Telegram 120(60.0%), and Google Classroom 143(71.5%), are the prominent online classroom instruction used by the students in Obafemi Awolowo University, Ile-Ife. The results also showed that the freshmen’s perception towards online classroom instruction in Obafemi Awolowo University, Ile-Ife is low with cluster mean of 2.97. It further revealed that collaborative learning enhances the learning ability of below average learners more than that of the above average and average students (73.6%). Finally, the result showed that they are affirmative of the problems associated with online classroom instruction in Obafemi Awolowo University, Ile-Ife with cluster mean of 3.01. The result concluded that most Online platform used by the fresher’s students in Obafemi Awolowo University, Ile-Ife are Google Meet, Telegram and Google Classroom. The students have negatives perception towards online classroom instruction and the students are affirmative of the problems associated with online classroom instruction among physical science freshmen in Obafemi Awolowo University, Ile-Ife. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online" title="online">online</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=freshmen" title=" freshmen"> freshmen</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20science" title=" physical science"> physical science</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/177948/online-classroom-instruction-and-collaborative-learning-problems-and-prospects-among-undergraduate-students-of-obafemi-awolowo-university-ile-ife-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177948.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">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2637</span> Comparative Study of Computer Assisted Instruction and Conventional Method in Attaining and Retaining Mathematical Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirupma%20Bhatti">Nirupma Bhatti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical study was aimed to compare the effectiveness of Computer Assisted Instruction (CAI) and Conventional Method (CM) in attaining and retaining mathematical concepts. Instructional and measuring tools were developed for five units of Matrix Algebra, two of Calculus and five of Numerical Analysis. Reliability and validity of these tools were also examined in pilot study. Ninety undergraduates participated in this study. Pre-test – post-test equivalent – groups research design was used. SPSS v.16 was used for data analysis. Findings supported CAI as better mode of instruction for attainment and retention of basic mathematical concepts. Administrators should motivate faculty members to develop Computer Assisted Instructional Material (CAIM) in mathematics for higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attainment" title="attainment">attainment</a>, <a href="https://publications.waset.org/abstracts/search?q=CAI" title=" CAI"> CAI</a>, <a href="https://publications.waset.org/abstracts/search?q=CAIM" title=" CAIM"> CAIM</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20method" title=" conventional method"> conventional method</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/83983/comparative-study-of-computer-assisted-instruction-and-conventional-method-in-attaining-and-retaining-mathematical-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83983.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">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2636</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.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">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2635</span> Active Learning Techniques in Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20M.%20Anitha">H. M. Anitha</a>, <a href="https://publications.waset.org/abstracts/search?q=Anusha%20N.%20Rao"> Anusha N. Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to the emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which give students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods wherein the students are involved diversely to learn the course. This paper gives a comprehensive study of past and present research which is going on with flipped classroom, thinks pair share activity and peer instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=think%20pair%20share" title=" think pair share"> think pair share</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title=" peer instruction"> peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/19317/active-learning-techniques-in-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19317.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">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2634</span> The Development of Web Based Instruction on Puppet Show</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyanut%20Sujit">Piyanut Sujit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to: 1) create knowledge and develop web based instruction on the puppet show, 2) evaluate the effectiveness of the web based instruction on the puppet show by using the criteria of 80/80, and 3) compare and analyze the achievement of the students before and after learning with web based instruction on the puppet show. The population of this study included 53 students in the Program of Library and Information Sciences who registered in the subject of Reading and Reading Promotion in semester 1/2011, Suansunandha Rajabhat University. The research instruments consisted of web based instruction on the puppet show, specialist evaluation form, achievement test, and tests during the lesson. The research statistics included arithmetic mean, variable means, standard deviation, and t-test in SPSS for Windows. The results revealed that the effectiveness of the developed web based instruction was 84.67/80.47 which was higher than the set criteria at 80/80. The student achievement before and after learning showed statistically significant difference at 0.05 as in the hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=puppet" title="puppet">puppet</a>, <a href="https://publications.waset.org/abstracts/search?q=puppet%20show" title=" puppet show"> puppet show</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20based%20instruction" title=" web based instruction"> web based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20and%20information%20sciences" title=" library and information sciences "> library and information sciences </a> </p> <a href="https://publications.waset.org/abstracts/9417/the-development-of-web-based-instruction-on-puppet-show" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9417.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">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2633</span> A Study on the Implementation of Differentiating Instruction Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The diversity of students in regular classrooms is increasing due to expand inclusive education and increase multicultural students in South Korea. In this diverse classroom environment, the universal design for learning (UDL) has been proposed as a way to meet both the educational need and social expectation of student achievement. UDL offers a variety of practical teaching methods, one of which is a differentiating instruction. The differentiating instruction has been pointed out resource limitation, organizational resistance, and lacks easy-to-implement framework. However, through the framework provided by the UDL, differentiating instruction is able to be flexible in their implementation. In practice, the UDL and differentiating instruction are complementary, but there is still a lack of research that suggests specific implementation methods that apply both concepts at the same time. This study was conducted to investigate the effects of differentiating instruction strategies according to learner characteristics (readiness, interest, learning profile), components of differentiating instruction (content, process, performance, learning environment), especially UDL principles (representation, behavior and expression, participation) existed in differentiating instruction, and implementation of UDL-based differentiating instruction through the Planning for All Learner (PAL) and UDL Lesson Plan Cycle. It is meaningful that such a series of studies can enhance the possibility of more concrete and realistic UDL-based teaching and learning strategies in the classroom, especially in inclusive settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title="universal design for learning">universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiating%20instruction" title=" differentiating instruction"> differentiating instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=UDL%20lesson%20plan" title=" UDL lesson plan"> UDL lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=PAL" title=" PAL"> PAL</a> </p> <a href="https://publications.waset.org/abstracts/86271/a-study-on-the-implementation-of-differentiating-instruction-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86271.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">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2632</span> The Student's Satisfaction toward Web Based Instruction on Puppet Show</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyanut%20Suchit">Piyanut Suchit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study was to investigate students’ satisfaction learning with the web based instruction on the puppet show. The population of this study includes 53 students in the Program of Library and Information Sciences who registered in the subject of Puppet for Assisting Learning Development in semester 2/2011, Suansunandha Rajabhat University, Bangkok, Thailand. The research instruments consist of web based instruction on the puppet show, and questionnaires for students’ satisfaction. The research statistics includes arithmetic mean, and standard deviation. The results revealed that the students reported very high satisfaction with mean = 4.63, SD = 0.52, on the web based instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=puppet%20show" title="puppet show">puppet show</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20based%20instruction" title=" web based instruction"> web based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=Suansunandha%20Rajabhat%20University" title=" Suansunandha Rajabhat University"> Suansunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/12244/the-students-satisfaction-toward-web-based-instruction-on-puppet-show" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12244.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">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2631</span> The Impact of the COVID-19 Pandemic on the Armenian Higher Education System: Challenges аnd Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Armine%20Vahanyan">Armine Vahanyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humanity has been still coping with the new COVID-19 pandemic. Healthcare providers, economists, psychologists, and other specialists speak about the impact of the virus on different spheres of our life. In the list of similar discussions, the impact of pandemics on global education is of utmost importance. Ideally, providing quality education services should be crucial, and the ways education programs are being adapted will determine the success or failure of the service providers. The paper aims to summarize the research touching upon the current situation of higher education in Armenia. The research includes data from official reports, surveys among education leads, faculty, and students, as well as personal observations and consideration. Through descriptive analysis, the findings of the research are being presented from various aspects. Interim results of the research unveiled two major issues in the sector of higher education in Armenia. On the one hand, the entire compulsory digitization of instruction, assessment, and grading has evoked serious gaps related to the lack of technical competencies. There is an urgent need for professional development programs that will address most of the concerns due to the shift to the online instruction mode. On the other hand, online teaching and learning require revision and adaptation of the existing curricula. Given that the content of certain programs may not be compromised, the teaching methods, the assignments, and evaluation require profound transformation, which will still be in line with course learning outcomes and student learning outcomes. The given paper focuses on the ways the mentioned issues are being addressed in Armenia. The extent of commitment for changes and adaptability to the new situation varies from the government-funded and private universities. In particular, the paper compares and contrasts activities and measures taken at the Armenian State Pedagogical University and the American University of Armenia. Thus, the Pedagogical University focused on the use of Google Classroom as the only means for teaching and learning as well as adopted the compulsory synchronous instruction mode. The American University, on the contrary, kept practicing the academic freedom, enabling both synchronous and asynchronous instruction modes, ensuring alignment of the course learning outcomes and student learning outcomes. The State University utilized the assignments and assessment, which would work for the on-campus instruction mode, while the American university employed a variety of assignments applicable for online teaching mode. The latter has suggested the utilization of multiple apps, internet sources, and online library access for a better online instant. Discussions with faculty through online forums and/or professional development workshops also facilitate restructuring and adaptation of the courses. Finally, the paper will synthesize the results of the undertaken research and will outline the e-learning perspectives and opportunities boosted by the known devastating healthcare issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=compulsory%20digitization%20of%20education%20services" title=" compulsory digitization of education services"> compulsory digitization of education services</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20mode" title=" instruction mode"> instruction mode</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20restructuring" title=" program restructuring"> program restructuring</a> </p> <a href="https://publications.waset.org/abstracts/129199/the-impact-of-the-covid-19-pandemic-on-the-armenian-higher-education-system-challenges-and-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129199.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">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2630</span> A Development of Creative Instruction Model through Digital Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathaleeya%20Chanda">Kathaleeya Chanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Panupong%20Chanplin"> Panupong Chanplin</a>, <a href="https://publications.waset.org/abstracts/search?q=Suppara%20Charoenpoom"> Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This purposes of the development of creative instruction model through digital media are to: 1) enable learners to learn from instruction media application; 2) help learners implementing instruction media correctly and appropriately; and 3) facilitate learners to apply technology for searching information and practicing skills to implement technology creatively. The sample group consists of 130 cases of secondary students studying in Bo Kluea School, Bo Kluea Nuea Sub-district, Bo Kluea District, Nan Province. The probability sampling was selected through the simple random sampling and the statistics used in this research are percentage, mean, standard deviation and one group pretest – posttest design. The findings are summarized as follows: The congruence index of instruction media for occupation and technology subjects is appropriate. By comparing between learning achievements before implementing the instruction media and learning achievements after implementing the instruction media, it is found that the posttest achievements are higher than the pretest achievements with statistical significance at the level of .05. For the learning achievements from instruction media implementation, pretest mean is 16.24 while posttest mean is 26.28. Besides, pretest and posttest results are compared and differences of mean are tested, the test results show that the posttest achievements are higher than the pretest achievements with statistical significance at the level of .05. This can be interpreted that the learners achieve better learning progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20learning%20model" title="teaching learning model">teaching learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title=" digital media"> digital media</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20instruction%20model" title=" creative instruction model"> creative instruction model</a>, <a href="https://publications.waset.org/abstracts/search?q=Bo%20Kluea%20school" title=" Bo Kluea school"> Bo Kluea school</a> </p> <a href="https://publications.waset.org/abstracts/106431/a-development-of-creative-instruction-model-through-digital-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106431.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">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2629</span> Instruction High-Leverage Practices in Reading Instruction for Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Pyle">Nicole Pyle</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Pyle"> Daniel Pyle</a>, <a href="https://publications.waset.org/abstracts/search?q=Christa%20Haring"> Christa Haring</a>, <a href="https://publications.waset.org/abstracts/search?q=Marty%20Hougen"> Marty Hougen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective special education teachers utilize evidence-based practices for adolescent reading instruction and target the skills needed to improve the reading of older struggling readers. High-Leverage Practices (HLPs) are critical to helping students with disabilities learn important content. Therefore, special education teachers are encouraged to implement HLPs to maximize the learning of students with disabilities, including students with reading difficulties. Teachers’ implementation of HLPs in reading comprehension instruction should aim to develop adolescents’ understanding of grade-level narrative texts and informational texts, including content area texts. Instruction High-Leverage Practices (11-22) that ensure effective implementation of evidence-based practice in reading comprehension instruction for adolescents are presented. Effective reading comprehension activities within the 12 Instruction HLPs are illustrated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high-leverage%20practices" title="high-leverage practices">high-leverage practices</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20activities" title=" instructional activities"> instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/168998/instruction-high-leverage-practices-in-reading-instruction-for-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168998.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">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2628</span> Effects of Bilingual Education in the Teaching and Learning Practices in the Continuous Improvement and Development of k12 Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Sebastian">Miriam Sebastian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the effects of bilingual education as medium of instruction to the academic performance of selected intermediate students of Miriam’s Academy of Valenzuela Inc. . An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample consisted of experimental students comprises of 30 students were exposed to bilingual education (Filipino and English) . They were given pretests and were divided into three groups: Monolingual Filipino, Monolingual English, and Bilingual. They were taught different literacy skills for eight weeks and were then administered the posttests. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the students’ literacy skills compared to bilingual instruction. Moreover, mother tongue-based instruction, as compared to second-language instruction, had stronger effect on the preschoolers’ literacy skills. Such results have implications not only for mother tongue-based (MTB) but also for English as a second language (ESL) instruction in the country <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title="effects">effects</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title="function">function</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a> </p> <a href="https://publications.waset.org/abstracts/120430/effects-of-bilingual-education-in-the-teaching-and-learning-practices-in-the-continuous-improvement-and-development-of-k12-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120430.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">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2627</span> Instruction and Learning Design Consideration for the Development of Mobile Learning Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Sarrab">M. Sarrab</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Elbasir"> M. Elbasir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of mobile learning applications currently available are developed for the formal education and learning environment. Those applications are characterized by the improvement of the interaction process between instructors and learners to provide more collaboration and flexibility in the learning process. Despite the long history and large amount of research on Instruction design model and mobile learning there is no complete and well defined set of steps to follow in designing mobile learning applications. Based on this scenario, this paper focuses on identifying instruction design phases considerations and influencing factors in developing mobile learning application. This set of instruction design steps includes analysis, design, development, implementation, evaluation and continuous has been built from a literature study with focus on standards for learning and mobile application software quality and guidelines. The effort is part of an Omani-funded research project investigating the development, adoption and dissemination of mobile learning in Oman. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction%20design" title="instruction design">instruction design</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/24386/instruction-and-learning-design-consideration-for-the-development-of-mobile-learning-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24386.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">603</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2626</span> Fuzzy Logic Based Sliding Mode Controller for a New Soft Switching Boost Converter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azam%20Salimi">Azam Salimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Delshad"> Majid Delshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a modified design of a sliding mode controller based on fuzzy logic for a New ZVThigh step up DC-DC Converter . Here a proportional - integral (PI)-type current mode control is employed and a sliding mode controller is designed utilizing fuzzy algorithm. Sliding mode controller guarantees robustness against all variations and fuzzy logic helps to reduce chattering phenomenon due to sliding controller, in that way efficiency increases and error, voltage and current ripples decreases. The proposed system is simulated using MATLAB / SIMULINK. This model is tested under variations of input and reference voltages and it was found that in comparison with conventional sliding mode controllers they perform better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=switching%20mode%20power%20supplies" title="switching mode power supplies">switching mode power supplies</a>, <a href="https://publications.waset.org/abstracts/search?q=DC-DC%20converters" title=" DC-DC converters"> DC-DC converters</a>, <a href="https://publications.waset.org/abstracts/search?q=sliding%20mode%20control" title=" sliding mode control"> sliding mode control</a>, <a href="https://publications.waset.org/abstracts/search?q=robustness" title=" robustness"> robustness</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20control" title=" fuzzy control"> fuzzy control</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20mode%20control" title=" current mode control"> current mode control</a>, <a href="https://publications.waset.org/abstracts/search?q=non-linear%20behavior" title=" non-linear behavior"> non-linear behavior</a> </p> <a href="https://publications.waset.org/abstracts/28763/fuzzy-logic-based-sliding-mode-controller-for-a-new-soft-switching-boost-converter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28763.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">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2625</span> Peer Instruction, Technology, Education for Textile and Fashion Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jimmy%20K.%20C.%20Lam">Jimmy K. C. Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Carrie%20Wong"> Carrie Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the key goals on Learning and Teaching as documented in the University strategic plan 2012/13 – 2017/18 is to encourage active learning, the use of innovative teaching approaches and technology, and promoting the adoption of flexible and varied teaching delivery methods. This research reported the recent visited to Prof Eric Mazur at Harvard University on Peer Instruction: Collaborative learning in large class and innovative use of technology to enable new mode of learning. Peer Instruction is a research-based, interactive teaching method developed by Prof. Eric Mazur at Harvard University in the 1990s. It has been adopted across the disciplines, institutional type and throughout the world. One problem with conventional teaching lies in the presentation of the material. Frequently, it comes straight out of textbook/notes, giving students little incentive to attend class. This traditional presentation is always delivered as monologue in front of passive audience. Only exceptional lecturers are capable of holding students’ attention for an entire lecture period. Consequently, lectures simply reinforce students’ feelings that the most important step in mastering the material is memorizing a zoo of unrelated examples. In order to address these misconceptions about learning, Prof Mazur’s Team developed “Peer Instruction”, a method which involves students in their own learning during lectures and focuses their attention on underling concepts. Lectures are interspersed with conceptual questions called Concept Tests, designed to expose common difficulties in understanding the material. The students are given one or two minutes to think about the question and formulate their own answers; they then spend two or three minutes discussing their answers in a group of three or four, attempting to reach consensus on the correct answer. This process forces the students to think through the arguments being developed, and enable them to assess their understanding concepts before they leave the classroom. The findings from Peer Instruction and innovative use of technology on teaching at Harvard University were applied to the first year Textiles and Fashion students in Hong Kong. Survey conducted from 100 students showed that over 80% students enjoyed the flexibility of peer instruction and 70% of them enjoyed the instant feedback from the Clicker system (Student Response System used at Harvard University). Further work will continue to explore the possibility of peer instruction to art and fashion students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title="peer instruction">peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion" title=" fashion"> fashion</a> </p> <a href="https://publications.waset.org/abstracts/39204/peer-instruction-technology-education-for-textile-and-fashion-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39204.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">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2624</span> Optimizing Approach for Sifting Process to Solve a Common Type of Empirical Mode Decomposition Mode Mixing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saad%20Al-Baddai">Saad Al-Baddai</a>, <a href="https://publications.waset.org/abstracts/search?q=Karema%20Al-Subari"> Karema Al-Subari</a>, <a href="https://publications.waset.org/abstracts/search?q=Elmar%20Lang"> Elmar Lang</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernd%20Ludwig"> Bernd Ludwig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empirical mode decomposition (EMD), a new data-driven of time-series decomposition, has the advantage of supposing that a time series is non-linear or non-stationary, as is implicitly achieved in Fourier decomposition. However, the EMD suffers of mode mixing problem in some cases. The aim of this paper is to present a solution for a common type of signals causing of EMD mode mixing problem, in case a signal suffers of an intermittency. By an artificial example, the solution shows superior performance in terms of cope EMD mode mixing problem comparing with the conventional EMD and Ensemble Empirical Mode decomposition (EEMD). Furthermore, the over-sifting problem is also completely avoided; and computation load is reduced roughly six times compared with EEMD, an ensemble number of 50. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empirical%20mode%20decomposition%20%28EMD%29" title="empirical mode decomposition (EMD)">empirical mode decomposition (EMD)</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20mixing" title=" mode mixing"> mode mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=sifting%20process" title=" sifting process"> sifting process</a>, <a href="https://publications.waset.org/abstracts/search?q=over-sifting" title=" over-sifting"> over-sifting</a> </p> <a href="https://publications.waset.org/abstracts/73126/optimizing-approach-for-sifting-process-to-solve-a-common-type-of-empirical-mode-decomposition-mode-mixing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73126.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">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2623</span> An Analysis of Instruction Checklist Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instruction analysis checklist applicable to inclusive setting based on the Universal Design for Learning Guideline 2.0. To do this, two self-validation reviews, two expert validity reviews, and two usability evaluations were conducted based on the Universal Design for Learning Guideline 2.0. After validation and usability evaluation, a total of 36 items consisting of 4 items for each instruction was developed. In all questions, examples are presented for the purpose of reinforcing concrete. All the items were judged by the 3-point scale. The observation results were provided through a radial chart allowing SWOT analysis of the universal design for learning of teachers. The developed checklist provides a description of the principles and guidelines in the checklist itself as it requires a thorough understanding by the observer of the universal design for learning through prior education. Based on the results of the study, the instruction criteria, the specificity of the criteria, the number of questions, and the method of arrangement were discussed. As a future research, this study proposed the characteristics of application of universal design for learning for each subject, the comparison with the observation results through the self-report teaching tool, and the continual revision and supplementation of the lecture checklist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20analysis" title=" instruction analysis"> instruction analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20checklist" title=" instruction checklist"> instruction checklist</a> </p> <a href="https://publications.waset.org/abstracts/86187/an-analysis-of-instruction-checklist-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86187.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">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2622</span> The Behavior of The Zeros of Bargmann Analytic Functions for Multiple-Mode Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muna%20Tabuni">Muna Tabuni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contains an investigation of the behavior of the Zeros of Bargmann functions for one and two-mode systems. A brief introduction to Harmonic oscillator formalism for one and two-mode is given. The Bargmann analytic representation for one and two-mode has been studied. The zeros of Bargmann analytic function for one-mode are considered. The Q Husimi functions are introduced. The Bargmann functions and the Husimi functions have the same zeros. The Bargmann functions f(z) have exactly q zeros. The evolution time of the zeros are discussed. The zeros of Bargmann analytic functions for two-mode are introduced. Various examples have been given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bargmann%20functions" title="Bargmann functions">Bargmann functions</a>, <a href="https://publications.waset.org/abstracts/search?q=two-mode" title=" two-mode"> two-mode</a>, <a href="https://publications.waset.org/abstracts/search?q=zeros" title=" zeros"> zeros</a>, <a href="https://publications.waset.org/abstracts/search?q=harmonic%20oscillator" title=" harmonic oscillator"> harmonic oscillator</a> </p> <a href="https://publications.waset.org/abstracts/20682/the-behavior-of-the-zeros-of-bargmann-analytic-functions-for-multiple-mode-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20682.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">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2621</span> A Semiparametric Approach to Estimate the Mode of Continuous Multivariate Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiee-Jian%20Wu">Tiee-Jian Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih-Yuan%20Hsu"> Chih-Yuan Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mode estimation is an important task, because it has applications to data from a wide variety of sources. We propose a semi-parametric approach to estimate the mode of an unknown continuous multivariate density function. Our approach is based on a weighted average of a parametric density estimate using the Box-Cox transform and a non-parametric kernel density estimate. Our semi-parametric mode estimate improves both the parametric- and non-parametric- mode estimates. Specifically, our mode estimate solves the non-consistency problem of parametric mode estimates (at large sample sizes) and reduces the variability of non-parametric mode estimates (at small sample sizes). The performance of our method at practical sample sizes is demonstrated by simulation examples and two real examples from the fields of climatology and image recognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Box-Cox%20transform" title="Box-Cox transform">Box-Cox transform</a>, <a href="https://publications.waset.org/abstracts/search?q=density%20estimation" title=" density estimation"> density estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20seeking" title=" mode seeking"> mode seeking</a>, <a href="https://publications.waset.org/abstracts/search?q=semiparametric%20method" title=" semiparametric method"> semiparametric method</a> </p> <a href="https://publications.waset.org/abstracts/53756/a-semiparametric-approach-to-estimate-the-mode-of-continuous-multivariate-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53756.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">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2620</span> Impact of Using Peer Instruction and PhET Simulations on the Motivation and Physics Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaypee%20Limueco">Jaypee Limueco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the impact of Peer Instruction and PhET Simulations on the level of motivation and Physics anxiety of Grade 9 students. Two groups of students were used in the study. The experimental group involved 65 registered students while the control group has 64 registered students. To determine the level of motivation of students in learning physics, the Physics Motivation Questionnaire was administered. On the other hand, to determine the level of Physics anxiety of the students in each group, Physics Anxiety Rating Scale was used. Peer Instruction supplemented with PhET simulations was implemented in the experimental group while the traditional lecture method was used in the control group. Both instruments were again administered after the implementation of the two different teaching approaches. “Wilcoxon Signed Rank test” was used to test the significant difference between pretest and posttest of each group. “Mann Whitney U” was used to test if significant differences exist between each group before and after instruction. Results showed that there is no significant difference between the level of motivation and anxiety of the experimental and control group before the implementation at p<0.05 significance level. It implies that the students have the same level of motivation and physics anxiety before instruction. However, the results of both tests have significant differences between the groups after instruction. It is also found that there is a significant positive change in the responses of the students in the experimental group while no change was evident on the control. The result of the analysis of the Mann Whitney U shows that the change in the attributes of the students is caused by the treatment. Therefore, it is concluded that Peer Instruction and PhET simulation helped in alleviating motivation of students and minimizing their anxiety towards Physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title=" peer instruction"> peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=PhET%20simulations" title=" PhET simulations"> PhET simulations</a> </p> <a href="https://publications.waset.org/abstracts/55895/impact-of-using-peer-instruction-and-phet-simulations-on-the-motivation-and-physics-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55895.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">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2619</span> Eye Diagram for a System of Highly Mode Coupled PMD/PDL Fiber </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suad%20M.%20Abuzariba">Suad M. Abuzariba</a>, <a href="https://publications.waset.org/abstracts/search?q=Liang%20Chen"> Liang Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Hadjifaradji"> Saeed Hadjifaradji </a> </p> <p class="card-text"><strong>Abstract:</strong></p> To evaluate the optical eye diagram due to polarization-mode dispersion (PMD), polarization-dependent loss (PDL), and chromatic dispersion (CD) for a system of highly mode coupled fiber with lumped section at any given optical pulse sequence we present an analytical modle. We found that with considering PDL and the polarization direction correlation between PMD and PDL, a system with highly mode coupled fiber with lumped section can have either higher or lower Q-factor than a highly mode coupled system with same root mean square PDL/PMD values. Also we noticed that a system of two highly mode coupled fibers connected together is not equivalent to a system of highly mode coupled fiber when fluctuation is considered <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polarization%20mode%20dispersion" title="polarization mode dispersion">polarization mode dispersion</a>, <a href="https://publications.waset.org/abstracts/search?q=polarization%20dependent%20loss" title=" polarization dependent loss"> polarization dependent loss</a>, <a href="https://publications.waset.org/abstracts/search?q=chromatic%20dispersion" title=" chromatic dispersion"> chromatic dispersion</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20eye%20diagram" title=" optical eye diagram"> optical eye diagram</a> </p> <a href="https://publications.waset.org/abstracts/14665/eye-diagram-for-a-system-of-highly-mode-coupled-pmdpdl-fiber" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14665.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">865</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2618</span> Fast Terminal Sliding Mode Controller For Quadrotor UAV</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vahid%20Tabrizi">Vahid Tabrizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20GHasemi">Reza GHasemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmadreza%20Vali">Ahmadreza Vali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents robust nonlinear control law for a quadrotor UAV using fast terminal sliding mode control. Fast terminal sliding mode idea is used for introducing a nonlinear sliding variable that guarantees the finite time convergence in sliding phase. Then, in reaching phase for removing chattering and producing smooth control signal, continuous approximation idea is used. Simulation results show that the proposed algorithm is robust against parameter uncertainty and has better performance than conventional sliding mode for controlling a quadrotor UAV. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quadrotor%20UAV" title="quadrotor UAV">quadrotor UAV</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20terminal%20sliding%20mode" title=" fast terminal sliding mode"> fast terminal sliding mode</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20order%20sliding%20mode%20t" title=" second order sliding mode t"> second order sliding mode t</a> </p> <a href="https://publications.waset.org/abstracts/16258/fast-terminal-sliding-mode-controller-for-quadrotor-uav" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16258.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">547</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2617</span> Comparison Learning Vocabulary Implicitly and Explicitly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akram%20Hashemi">Akram Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study provided an empirical evidence for learners of elementary level of language proficiency to investigate the potential role of contextualization in vocabulary learning. Prior to the main study, pilot study was performed to determine the reliability and validity of the researcher-made pretest and posttest. After manifesting the homogeneity of the participants, the participants (n = 90) were randomly assigned into three equal groups, i.e., two experimental groups and a control group. They were pretested by a vocabulary test, in order to test participants' pre-knowledge of vocabulary. Then, vocabulary instruction was provided through three methods of visual instruction, the use of context and the use of conventional techniques. At the end of the study, all participants took the same posttest in order to assess their vocabulary gain. The results of independent sample t-test indicated that there is a significant difference between learning vocabulary visually and learning vocabulary contextually. The results of paired sample t-test showed that different teaching strategies have significantly different impacts on learners’ vocabulary gains. Also, the contextual strategy was significantly more effective than visual strategy in improving students’ performance in vocabulary test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20instruction" title="vocabulary instruction">vocabulary instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title=" explicit instruction"> explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20instruction" title=" implicit instruction"> implicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/52215/comparison-learning-vocabulary-implicitly-and-explicitly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52215.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">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2616</span> Addressing Differentiation Using Mobile-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajda%20Osifo">Ajda Osifo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Elshafie"> Fatma Elshafie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academically%20responsive%20instruction" title="academically responsive instruction">academically responsive instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/28587/addressing-differentiation-using-mobile-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28587.pdf" target="_blank" class="btn btn-primary 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