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Socio-cultural context for learning</title> <meta name="description" content="Search results for: Socio-cultural context for learning"> <meta name="keywords" content="Socio-cultural context for learning"> <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 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method="get" 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="Socio-cultural context for learning"> <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> 12064</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Socio-cultural context for learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12064</span> A Sociocultural View of Ethnicity of Parents and Children's Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Musiget">Thapanee Musiget</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ethnic minority children’s language learning is believed that it can be developed through school system. However, many cases prove that these kids are left to challenge with multicultural context at school and sometimes decreased the ability to acquire new learning. Consequently, it is significant for ethnicity parents to consider that prompting their children at home before their actual school age can eliminate negative outcome of children's language acquisition. This paper discusses the approach of instructional use of parents and children language learning in the context of minority language group in Thailand. By conducting this investigation, secondary source of data was gathered with the purpose to point out some primary methods for parents and children in ethnicity. The process of language learning is based on the sociocultural theory of Vygotsky, which highlights expressive communication among individuals as the best motivating force in human development and learning. The article also highlights the role of parents as they lead the instruction approach. In the discussion part, the role of ethnic minority parents as a language instructor is offered as mediator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title="ethnic minority">ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20context" title=" multicultural context"> multicultural context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/52184/a-sociocultural-view-of-ethnicity-of-parents-and-childrens-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52184.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">390</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">12063</span> Sociocultural Barriers to the Development of Autonomous Foreign Language Learning: Some Teaching Strategies to Overcome Such Challenges in a Mexican Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaideth%20Zobeida%20Ponce%20Alonso">Zaideth Zobeida Ponce Alonso</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Emilia%20Fierro%20Lopez"> Laura Emilia Fierro Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20del%20Rocio%20Dominguez%20Gaona"> Maria del Rocio Dominguez Gaona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is part of the Master in Modern Languages at the Universidad Autónoma de Baja California, and it aims to analyze how the sociocultural background might influence the development of learner autonomy in foreign language education in order to propose some strategies to overcome such challenges. Given the lack of research on the sociocultural barriers in learner autonomy in a Mexican context and the need to hear teachers’ voices about this issue, qualitative data was obtained from semi-structured interviews with six language teachers on their perspectives on learner autonomy, its application to the language classroom, and their experiences with Mexican and foreign learners/contexts in order to find out differences regarding learner autonomy. The results suggest three main sociocultural characteristics: preference for an authority figure, tendency towards collectivism, and low tolerance of ambiguity. Finally, nine strategies were proposed in order to help language teachers to deal with such sociocultural characteristics when fostering learner autonomy in the border city of Mexicali, where this study was carried out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexican%20context" title=" Mexican context"> Mexican context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20influence" title=" sociocultural influence"> sociocultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives" title=" teachers' perspectives"> teachers' perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/128292/sociocultural-barriers-to-the-development-of-autonomous-foreign-language-learning-some-teaching-strategies-to-overcome-such-challenges-in-a-mexican-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128292.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">157</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">12062</span> Dynamics of Piaget’s Cognitive Learning Approach and Vygotsky’s Sociocultural Theory in Different Stages of Medical and Allied Health Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ferissa%20B.%20Ablola">Ferissa B. Ablola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The two learning theories which were evidently used in medical education include cognitive and sociocultural frameworks. The interplay of different learning theories in education is vital since most of the existing theories have specific focus of development. In addition, a certain theory is best fit with a particular learning outcome and audience profile. The application of learning theories is education is said to be dynamic and becomes more complex with increasing educational level. This systematic review aims to describe the possible shift from integration of cognitive learning theory to employment of socio-cultural approach in medical and health-allied education over the years among students, educators and the learning institution through systematic review following the PRISMA guidelines. In addition, the changes in teaching modality and individual acceptance of the shift of learning framework among cognitive constructivist and social constructivist will also be documented. This present review may serve as baseline information on the connection of two widely used theories in medical education in different year levels. Further, this study emphasizes the significance of the alignment of different learning theories and combination of insights from several educational frameworks, would permit the creation of a teaching/learning design with real theoretical depth. A more inclusive systematic review is necessary to involve more related studies, and exploration of interaction among other learning theories in health and other fields of study is encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a> </p> <a href="https://publications.waset.org/abstracts/189284/dynamics-of-piagets-cognitive-learning-approach-and-vygotskys-sociocultural-theory-in-different-stages-of-medical-and-allied-health-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189284.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">26</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">12061</span> Collaborative and Context-Aware Learning Approach Using Mobile Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameh%20Baccari">Sameh Baccari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the rapid developments on mobile devices and wireless technologies enable new dimension capabilities for the learning domain. This dimension facilitates people daily activities and shortens the distances between individuals. When these technologies have been used in learning, a new paradigm has been emerged giving birth to mobile learning. Because of the mobility feature, m-learning courses have to be adapted dynamically to the learner’s context. The main challenge in context-aware mobile learning is to develop an approach building the best learning resources according to dynamic learning situations. In this paper, we propose a context-aware mobile learning system called Collaborative and Context-aware Mobile Learning System (CCMLS). It takes into account the requirements of Mobility, Collaboration and Context-Awareness. This system is based on the semantic modeling of the learning context and the learning content. The adaptation part of this approach is made up of adaptation rules to propose and select relevant resources, learning partners and learning activities based not only on the user’s needs, but also on its current context. <p class="card-text"><strong>Keywords:</strong> <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%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=context-awareness" title=" context-awareness"> context-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20engine" title=" adaptation engine"> adaptation engine</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20strategy" title=" adaptation strategy"> adaptation strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20context" title=" learning context"> learning context</a> </p> <a href="https://publications.waset.org/abstracts/86589/collaborative-and-context-aware-learning-approach-using-mobile-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86589.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">308</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">12060</span> Enabling Translanguaging in the EFL Classroom, Affordances of Learning and Reflections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nada%20Alghali">Nada Alghali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translanguaging pedagogy suggests a new perspective in language education relating to multilingualism; multilingual learners have one linguistic repertoire and not two or more separate language systems (García and Wei, 2014). When learners translanguage, they are able to draw on all their language features in a flexible and integrated way (Otheguy, García, & Reid, 2015). In the Foreign Language Classroom, however, the tendency to use the target language only is still advocated as a pedagogy. This study attempts to enable learners in the English as a foreign language classroom to draw on their full linguistic repertoire through collaborative reading lessons. In observations prior to this study, in a classroom where English only policy prevails, learners still used their first language in group discussions yet were constrained at times by the teacher’s language policies. Through strategically enabling translanguaging in reading lessons (Celic and Seltzer, 2011), this study has revealed that learners showed creative ways of language use for learning and reflected positively on thisexperience. This case study enabled two groups in two different proficiency level classrooms who are learning English as a foreign language in their first year at University in Saudi Arabia. Learners in the two groups wereobserved over six weeks and wereasked to reflect their learning every week. The same learners were also interviewed at the end of translanguaging weeks after completing a modified model of the learning reflection (Ash and Clayton, 2009). This study positions translanguaging as collaborative and agentive within a sociocultural framework of learning, positioning translanguaging as a resource for learning as well as a process of learning. Translanguaging learning episodes are elicited from classroom observations, artefacts, interviews, reflections, and focus groups, where they are analysed qualitatively following the sociocultural discourse analysis (Fairclough &Wodak, 1997; Mercer, 2004). Initial outcomes suggest functions of translanguaging in collaborative reading tasks and recommendations for a collaborative translanguaging pedagogy approach in the EFL classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title="translanguaging">translanguaging</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/147121/enabling-translanguaging-in-the-efl-classroom-affordances-of-learning-and-reflections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147121.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">180</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">12059</span> An Exploratory Study: Mobile Learning as a Means of Promoting Sustainable Learning in the Saudi General Educational Schools via an Activity Theory Lens </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiydh%20Aljeddani">Aiydh Aljeddani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable learning is an emerging concept that aims at enhancing sustainability literacy and competency in educational contexts. Mobile learning is one of the means increasingly used in sustainable development education nowadays. Studies which have explored this issue in the Saudi educational context so far are rare. Therefore, the current study attempted to explore the current situation of the usage of mobile learning in the Saudi elementary and secondary schools as a means of promoting sustainable learning. It also focused on how mobile learning has been implemented in those schools to promote sustainable learning and what factors have contributed to the success/failure of the implementation of mobile learning and possible ways to improve the current practice. An interpretive approach was followed in this study to gain a thorough understanding of the explored issue in the Saudi educational context using the activity theory as a lens to do so. A qualitative case study methodology in which semi-structured interviews, documents analysis and nominal group were used to gather the data for this study. Two hundred and twenty-nine participants representing several main stakeholders in the educational system took part in this study. Those included six general education schools, head teachers, teachers, students’ parents, educational supervisors, one curriculum designer and academic curriculum specialists. Through the lens of activity theory, the results of the study showed that there were contradictions in the current practice between the elements of the activity system and within each of its elements. Furthermore, several sociocultural factors have influenced both the division of labour and the community's members. These have acted as obstacles which have impeded the usage of mobile learning to promote sustainable learning in this context. It was found that shifting from the current practice to sustainable learning via the usage of mobile learning requires appropriate interrelationship between the different elements of the activity system. The study finally offers a number of recommendations to improve on the current practices and suggests areas for further studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20theory" title="activity theory">activity theory</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=sustainability%20competency" title=" sustainability competency"> sustainability competency</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20literacy" title=" sustainability literacy"> sustainability literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20learning" title=" sustainable learning"> sustainable learning</a> </p> <a href="https://publications.waset.org/abstracts/54145/an-exploratory-study-mobile-learning-as-a-means-of-promoting-sustainable-learning-in-the-saudi-general-educational-schools-via-an-activity-theory-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54145.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">241</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">12058</span> Sociocultural Context of Pain Management in Oncology and Palliative Nursing Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Zielke-Nadkarni">Andrea Zielke-Nadkarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pain management is a question of quality of life and an indicator for nursing quality. Chronic pain which is predominant in oncology and palliative nursing situations is perceived today as a multifactorial, individual emotional experience with specific characteristics including the sociocultural dimension when dealing with migrant patients. This dimension of chronic pain is of major importance in professional nursing of migrant patients in hospices or palliative care units. Objectives of the study are: 1. To find out more about the sociocultural views on pain and nursing care, on customs and nursing practices connected with pain of both Turkish Muslim and German Christian women, 2. To improve individual and family oriented nursing practice with view to sociocultural needs of patients in severe pain in palliative care. In a qualitative-explorative comparative study 4 groups of women, Turkish Muslims immigrants (4 from the first generation, 5 from the second generation) and German Christian women of two generations (5 of each age group) of the same age groups as the Turkish women and with similar educational backgrounds were interviewed (semistructured ethnographic interviews using Spradley, 1979) on their perceptions and experiences of pain and nursing care within their families. For both target groups the presentation will demonstrate the following results in detail: Utterance of pain as well as “private” and “public” pain vary within different societies and cultures. Permitted forms of pain utterance are learned in childhood and determine attitudes and expectations in adulthood. Language, especially when metaphors and symbols are used, plays a major role for misunderstandings. The sociocultural context of illness may include specific beliefs that are important to the patients and yet seem more than far-fetched from a biomedical perspective. Pain can be an influential factor in family relationships where respect or hierarchies do not allow the direct utterance of individual needs. Specific resources are often, although not exclusively, linked to religious convictions and are significantly helpful in reducing pain. The discussion will evaluate the results of the study with view to the relevant literature and present nursing interventions and instruments beyond medication that are helpful when dealing with patients from various socio-cultural backgrounds in painful end-oflife situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pain%20management" title="pain management">pain management</a>, <a href="https://publications.waset.org/abstracts/search?q=migrants" title=" migrants"> migrants</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20context" title=" sociocultural context"> sociocultural context</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title=" palliative care"> palliative care</a> </p> <a href="https://publications.waset.org/abstracts/32069/sociocultural-context-of-pain-management-in-oncology-and-palliative-nursing-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32069.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">363</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">12057</span> The Sociocultural Adaptation, Openness, and Success of Sojourn of Foreign Students in Tarlac City, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Sheila%20S.%20Garcia">Maria Sheila S. Garcia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A good number of researches indicate that living in another country may create different and unexpected adjustment problems, and foreign students are not exempted from this. To provide an understanding of this process, 30 foreign college students studying English in Tarlac City were asked to answer questionnaires. This is to determine their sociocultural adaptation, openness to the host culture and success of sojourn. Through statistical analysis, it was found that the students experience greater difficulty in the academic area. Moderate difficulty was attributed to everyday life and social interactions. Albeit difficult, what they like best is the school’s methods of teaching English while the areas that need improvement are the libraries and internet connection. The only significant relationship was found between sociocultural adaptation and success of sojourn. Negatively correlated, if students experience greater difficulties in their host country, they are likely to regret their stay and will not recommend it to anyone. Openness to the host culture did not have an effect on the adaptation and success of sojourn. The short period of time that the students have are spent in studying rather than making friends. Nonetheless, this indicates the need to look deeper into the academic, extra-curricular activities and facilities provided by learning institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20students" title="foreign students">foreign students</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20adaptation" title=" sociocultural adaptation"> sociocultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=success%20of%20sojourn" title=" success of sojourn"> success of sojourn</a>, <a href="https://publications.waset.org/abstracts/search?q=Tarlac%20Philippines" title=" Tarlac Philippines"> Tarlac Philippines</a> </p> <a href="https://publications.waset.org/abstracts/21935/the-sociocultural-adaptation-openness-and-success-of-sojourn-of-foreign-students-in-tarlac-city-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21935.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">600</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">12056</span> Observatory of Sustainability of the Algarve Region for Tourism: Proposal for Environmental and Sociocultural Indicators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miguel%20Jos%C3%A9%20Oliveira">Miguel José Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=F%C3%A1tima%20Farinha"> Fátima Farinha</a>, <a href="https://publications.waset.org/abstracts/search?q=Elisa%20M.%20J.%20da%20Silva"> Elisa M. J. da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Rui%20Lan%C3%A7a"> Rui Lança</a>, <a href="https://publications.waset.org/abstracts/search?q=Manuel%20Duarte%20Pinheiro"> Manuel Duarte Pinheiro</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A1tia%20Miguel"> Cátia Miguel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Observatory of Sustainability of the Algarve Region for Tourism (OBSERVE) will be a valuable tool to assess the sustainability of this region. The OBSERVE tool is designed to provide data and maintain an up-to-date, consistent set of indicators defined to describe the region on the environmental, sociocultural, economic and institutional domains. This ongoing two-year project has the active participation of the Algarve’s stakeholders, since they were consulted and asked to participate in the discussion for the indicators proposal. The environmental and sociocultural indicators chosen must indicate the characteristics of the region and should be in alignment with other global systems used to monitor the sustainability. This paper presents a review of sustainability indicators systems that support the first proposal for the environmental and sociocultural indicators. Others constraints are discussed, namely the existing data and the data available in digital platforms in a format suitable for automatic importation to the platform of OBSERVE. It is intended that OBSERVE will be a valuable tool to assess the sustainability of the region of Algarve. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Algarve" title="Algarve">Algarve</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20indicators" title=" environmental indicators"> environmental indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=observatory" title=" observatory"> observatory</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20indicators" title=" sociocultural indicators"> sociocultural indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a> </p> <a href="https://publications.waset.org/abstracts/107791/observatory-of-sustainability-of-the-algarve-region-for-tourism-proposal-for-environmental-and-sociocultural-indicators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107791.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12055</span> Ubiquitous Scaffold Learning Environment Using Problem-based Learning Activities to Enhance Problem-solving Skills and Context Awareness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noppadon%20Phumeechanya">Noppadon Phumeechanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to design the ubiquitous scaffold learning environment using problem-based learning activities that enhance problem-solving skills and context awareness, and to evaluate the suitability of the ubiquitous scaffold learning environment using problem-based learning activities. We divide the research procedures into two phases. The first phase is to design the ubiquitous scaffold learning environment using problem-based learning activities, and the second is to evaluate the ubiquitous scaffold learning environment using problem-based learning activities. The sample group in this study consists of five experts selected using the purposive sampling method. We analyse data by arithmetic mean and standard deviation. The research findings are as follows; the ubiquitous scaffold learning environment using problem-based learning activities consists of three major steps, the first is preparation before learning. This prepares learners to acknowledge details and learn through u-LMS. The second is the learning process, where learning activities happen in the ubiquitous learning environment and learners learn online with scaffold systems for each step of problem solving. The third step is measurement and evaluation. The experts agree that the ubiquitous scaffold learning environment using problem-based learning activities is highly appropriate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning%20environment%20scaffolding" title="ubiquitous learning environment scaffolding">ubiquitous learning environment scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20activities" title=" learning activities"> learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20awareness" title=" context awareness"> context awareness</a> </p> <a href="https://publications.waset.org/abstracts/30647/ubiquitous-scaffold-learning-environment-using-problem-based-learning-activities-to-enhance-problem-solving-skills-and-context-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30647.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">498</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">12054</span> The Sociocultural and Critical Theories under the Empiricism of a Study Abroad Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the sociocultural and critical theories used in the creation of a study abroad program in Brazil, as well as the successful results obtained in the fourteen years of experience provided by the program in distinct regions of Brazil. This program maximizes students’ acquisition of the Portuguese language, and affords them an in-depth intercultural and intracultural competence by on site studies in cosmopolitan Rio de Janeiro, afro-heritage Salvador da Bahia, and Amazonian Belém do Pará. The program provides the means to acknowledge the presence, influence, similarities, and differences of Portuguese-speaking Brazil in Latin America. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/65257/the-sociocultural-and-critical-theories-under-the-empiricism-of-a-study-abroad-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65257.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">421</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">12053</span> A Theoretical Framework for Design Theories in Mobile Learning: A Higher Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paduri%20Veerabhadram">Paduri Veerabhadram</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoinette%20Lombard"> Antoinette Lombard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper a framework for hypothesizing about mobile learning to complement theories of formal and informal learning is presented. As such, activity theory will form the main theoretical lens through which the elements involved in formal and informal learning for mobile learning will be explored, specifically related to context-aware mobile learning application. The author believes that the complexity of the relationships involved can best be analysed using activity theory. Activity theory, as a social, cultural and activity theory can be used as a mobile learning framework in an academic environment, but to develop an optimal artifact, through investigation of inherent system's contradictions. As such, it serves as a powerful modelling tool to explore and understand the design of a mobile learning environment in the study’s environment. The Academic Tool Kit Framework (ATKF) as also employed for designing of a constructivism learning environment, effective in assisting universities to facilitate lecturers to effectively implement learning through utilizing mobile devices. Results indicate a positive perspective of students in the use of mobile devices for formal and informal learning, based on the context-aware learning environment developed through the use of activity theory and ATKF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=context-aware%20learning%20environment" title=" context-aware learning environment"> context-aware learning environment</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=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/32401/a-theoretical-framework-for-design-theories-in-mobile-learning-a-higher-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32401.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">568</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">12052</span> Working within the Zone of Proximal Development: Does It Help for Reading Strategy?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Dehqan">Mahmood Dehqan</a>, <a href="https://publications.waset.org/abstracts/search?q=Peyman%20Peyvasteh"> Peyman Peyvasteh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years there has been a growing interest in issues concerning the impact of sociocultural theory (SCT) of learning on different aspects of second/foreign language learning. This study aimed to find the possible effects of sociocultural teaching techniques on reading strategy of EFL learners. Indeed, the present research compared the impact of peer and teacher scaffolding on EFL learners’ reading strategy use across two proficiency levels. To this end, a pre-test post-test quasi-experimental research design was used and two instruments were utilized to collect the data: Nelson English language test and reading strategy questionnaire. Ninety five university students participated in this study were divided into two groups of teacher and peer scaffolding. Teacher scaffolding group received scaffolded help from the teacher based on three mechanisms of effective help within ZPD: graduated, contingent, dialogic. In contrast, learners of peer scaffolding group were unleashed from the teacher-fronted classroom as they were asked to carry out the reading comprehension tasks with the feedback they provided for each other. Results obtained from ANOVA revealed that teacher scaffolding group outperformed the peer scaffolding group in terms of reading strategy use. It means teacher’s scaffolded help provided within the learners’ ZPD led to better reading strategy improvement compared with the peer scaffolded help. However, the interaction effect between proficiency factor and teaching technique was non-significant, leading to the conclusion that strategy use of the learners was not affected by their proficiency level in either teacher or peer scaffolding groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20scaffolding" title="peer scaffolding">peer scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20strategy" title=" reading strategy"> reading strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20scaffolding" title=" teacher scaffolding"> teacher scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/39184/working-within-the-zone-of-proximal-development-does-it-help-for-reading-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39184.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">381</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">12051</span> Sociocultural and Critical Approach for Summer Study Abroad Program in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the empirical and the theoretical principles associated with the Duke in Brazil Summer Program. Using a sociocultural model and critical theory, this study abroad maximizes students’ ability to enrich language competence, intercultural skills, and critical thinking. The fourteen-year implementation of this project demonstrates the global importance of foreign language teaching as the program unfolds into real life scenarios within the cultures of distinct regions of Brazil; Cosmopolitan Rio, in the southeast, and rural Belém, northern Amazon region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/64962/sociocultural-and-critical-approach-for-summer-study-abroad-program-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64962.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">409</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">12050</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12049</span> Students’ Attitudes towards Self-Directed Learning out of Classroom: Indonesian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silmy%20A.%20Humaira%27">Silmy A. Humaira'</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an issue about Asian students including Indonesian students that tend to behave passively in the classroom and depend on the teachers’ instruction. Regarding this statement, this study attempts to address the Indonesian high school students’ attitudes on whether they have initiative and be responsible for their learning out of the classroom and if so, why. Therefore, 30 high school students were asked to fill out the questionnaires and interviewed in order to figure out their attitudes towards self-directed learning. The descriptive qualitative research analysis adapted Knowles’s theory (1975) about Self-directed learning (SDL) to analyze the data. The findings show that the students have a potential to possess self-directed learning through ICT, but they have difficulties in choosing appropriate learning strategy, doing self-assessment and conducting self-reflection. Therefore, this study supports the teacher to promote self-directed learning instruction for successful learning by assisting students in dealing with those aforementioned problems. Furthermore, it is expected to be a beneficial reference which gives new insights on the self-directed learning practice in specific context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20autonomy" title=" learning autonomy"> learning autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20attitudes" title=" students’ attitudes"> students’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/83302/students-attitudes-towards-self-directed-learning-out-of-classroom-indonesian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83302.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">227</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">12048</span> Rejoinders to the Expression of Reprimand among Jordanian Youth: A Pragmatic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nisreen%20Al-Khawaldeh">Nisreen Al-Khawaldeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the expressions voiced by Jordanian youth as rejoinders to the expressions of reprimands. It also explores the impact sociocultural variables exert on such types of rejoinders. To our best knowledge, this study is the first of its kind. Despite the significance and sensitivity of such type of communicative act, there is a scarcity of research on it, and it has not been investigated in the Jordanian context. Data collected from observation of naturally occurring data. Data have been qualitatively and quantitatively analyzed in light of the rapport management approach (RMA). The analysis revealed different types of rejoinders, among which was the expression of apology, admitting responsibility, and trying to manage and fix the situation were the most used strategies. Variation in the types of strategies was attributed to the influence of the sociocultural variables. Promising ideas were recommended for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=rejoinder%20to%20reprimand" title=" rejoinder to reprimand"> rejoinder to reprimand</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian%20youth" title=" Jordanian youth"> Jordanian youth</a>, <a href="https://publications.waset.org/abstracts/search?q=rapport%20management%20approach" title=" rapport management approach"> rapport management approach</a> </p> <a href="https://publications.waset.org/abstracts/142029/rejoinders-to-the-expression-of-reprimand-among-jordanian-youth-a-pragmatic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142029.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">196</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">12047</span> Mobile Learning in Teacher Education: A Review in Context of Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehwish%20Raza">Mehwish Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning (m-learning) offers unique affordances to learners, setting them free of limitations posed by time and geographic space; thus becoming an affordable device for convenient distant learning. There is a plethora of research available on mobile learning projects planned, implemented and evaluated across disciplines in the context of developed countries, however, the potential of m-learning at different educational levels remain unexplored with little evidence of research carried out in developing countries. Despite the favorable technical infrastructure offered by cellular networks and boom in mobile subscriptions in the developing world, there is limited focus on utilizing m-learning for education and development purposes. The objective of this review is to unify findings from m-learning projects that have been implemented in developing countries such as Pakistan, Bangladesh, Philippines, India, and Tanzania for teachers’ in-service training. The purpose is to draw upon key characteristics of mobile learning that would be useful for future researchers to inform conceptualizations of mobile learning for developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20model" title="design model">design model</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20characteristics" title=" key characteristics"> key characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/69187/mobile-learning-in-teacher-education-a-review-in-context-of-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69187.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">447</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">12046</span> The Sociocultural, Economic, and Environmental Contestations of Agbogbloshie: A Critical Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khiddir%20Iddris">Khiddir Iddris</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Oteng%20%E2%80%93%20Ababio"> Martin Oteng – Ababio</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20B%C3%BCrkert"> Andreas Bürkert</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Scherrer"> Christoph Scherrer</a>, <a href="https://publications.waset.org/abstracts/search?q=Katharina%20Hemmler"> Katharina Hemmler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Agbogbloshie, as an informal settlement and economy where the e-waste sector thrives, has become a global hub of complex urban contestations involving sociocultural, economic, and environmental dimensions due to the implication that e-waste and informal economic patterns have on livelihoods, urbanisation, development and sustainability. Multi-author collaborations have produced an ever-growing body of literature on Agbogbloshie and the informal e-waste economy. There is, however, a dearth of an assessment of Agbogbloshie as an urban informal settlement's intricate nexus of socioecological contestations. We address this gap by systematising, from literature, the context knowledge, navigating the complex terrain of Agbogbloshie's challenges, and employing a multidimensional lens to unravel the sociocultural intricacies, economic dynamics, and environmental complexities shaping its identity. A systematic critical review approach was espoused, with a pragmatic consolidation of content analysis and controversy mapping, grounded on the concept of ‘sustainable rurbanism,’ highlighted core themes and identified contrasting viewpoints. An analytical framework is presented. Five categories – geohistorical, sociocultural, economic, environmental and future trends - are proposed as an approach to systematising the literature. The review finds that the sociocultural dimension unveils a mosaic of cultural amalgamation, communal identity, and tensions impacting community cohesion. The analysis of economic intricacies reveals the prevalence of informal economies sustaining livelihoods yet entrenching economic disparities and marginalisation. Environmental scrutiny exposes the grim realities of e-waste disposal, pollution, and land use conflicts. The findings suggest that there is a high resilience within the community and the potential for sustainable trajectories. Theoretical and conceptual synergy is limited. This review provides a comprehensive exploration, offering insights and directions for future research, policy formulation, and community-driven interventions aimed at fostering sustainable transformations in Agbogbloshie and analogous urban contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agbogbloshie" title="Agbogbloshie">Agbogbloshie</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20complexities" title=" economic complexities"> economic complexities</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20challenges" title=" environmental challenges"> environmental challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20dynamics" title=" sociocultural dynamics"> sociocultural dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20informal%20settlement" title=" urban informal settlement"> urban informal settlement</a> </p> <a href="https://publications.waset.org/abstracts/178030/the-sociocultural-economic-and-environmental-contestations-of-agbogbloshie-a-critical-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178030.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">71</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">12045</span> Gamification: A Guideline to Design an Effective E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattama%20Rattanawongsa">Rattama Rattanawongsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As technologies continue to develop and evolve, online learning has become one of the most popular ways of gaining access to learning. Worldwide, many students are engaging in both online and blended courses in growing numbers through e-learning. However, online learning is a form of teaching that has many benefits for learners but still has some limitations. The high attrition rates of students tend to be due to lack of motivation to succeed. Gamification is the use of game design techniques, game thinking and game mechanics in non-game context, such as learning. The gamifying method can motivate students to learn with fun and inspire them to continue learning. This paper aims to describe how the gamification work in the context of learning. The first part of this paper present the concept of gamification. The second part is described the psychological perspectives of gamification, especially motivation and flow theory for gamifying design. The result from this study will be described into the guidelines for effective learning design using a gamification concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <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=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a> </p> <a href="https://publications.waset.org/abstracts/30643/gamification-a-guideline-to-design-an-effective-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30643.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">524</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">12044</span> A Context Aware Mobile Learning System with a Cognitive Recommendation Engine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jalal%20Maqbool">Jalal Maqbool</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyu%20Myoung%20Lee"> Gyu Myoung Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using smart devices for context aware mobile learning is becoming increasingly popular. This has led to mobile learning technology becoming an indispensable part of today’s learning environment and platforms. However, some fundamental issues remain - namely, mobile learning still lacks the ability to truly understand human reaction and user behaviour. This is due to the fact that current mobile learning systems are passive and not aware of learners’ changing contextual situations. They rely on static information about mobile learners. In addition, current mobile learning platforms lack the capability to incorporate dynamic contextual situations into learners’ preferences. Thus, this thesis aims to address these issues highlighted by designing a context aware framework which is able to sense learner’s contextual situations, handle data dynamically, and which can use contextual information to suggest bespoke learning content according to a learner’s preferences. This is to be underpinned by a robust recommendation system, which has the capability to perform these functions, thus providing learners with a truly context-aware mobile learning experience, delivering learning contents using smart devices and adapting to learning preferences as and when it is required. In addition, part of designing an algorithm for the recommendation engine has to be based on learner and application needs, personal characteristics and circumstances, as well as being able to comprehend human cognitive processes which would enable the technology to interact effectively and deliver mobile learning content which is relevant, according to the learner’s contextual situations. The concept of this proposed project is to provide a new method of smart learning, based on a capable recommendation engine for providing an intuitive mobile learning model based on learner actions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aware" title="aware">aware</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a> </p> <a href="https://publications.waset.org/abstracts/60848/a-context-aware-mobile-learning-system-with-a-cognitive-recommendation-engine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60848.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">245</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">12043</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.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">12042</span> Academic and Sociocultural Adaptation Experiences of International Students Studying in Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20Kim">Tatyana Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to explore the academic and sociocultural adaptation experiences of international students studying in Kazakhstan. Using multiple case study design, the research will be undertaken at two private Kazakhstani universities having a relatively large and diverse body of international students. Thus, 20 full-time undergraduate international students from the sampled universities will be interviewed to identify factors that impede or, vice versa, facilitate their academic and sociocultural adaptation in Kazakhstan, as well as to reveal how universities support these students in the process of their adaptation. To investigate the issue more deeply, it was decided to explore the university administrators’ viewpoint of the issue. Thus, six university administrators who are in charge of recruiting and supporting international students and, thus, are particularly knowledgeable about their experiences, have been recruited for this study. Identification of both students’ and administrators’ perspectives on the matter may help reveal miscommunication, if any, and gain greater insight into the phenomenon. The data will be collected between November 5, 2019, and December 10, 2019. Preliminary findings will be presented at the conference. Lysgaard’s U-curve adjustment theory (1955) will be employed as a guiding framework to discuss and interpret the findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20adaptation" title="academic adaptation">academic adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20adaptation" title=" sociocultural adaptation"> sociocultural adaptation</a> </p> <a href="https://publications.waset.org/abstracts/115505/academic-and-sociocultural-adaptation-experiences-of-international-students-studying-in-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115505.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">240</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">12041</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khlaid%20Albishi">Khlaid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Bisha%20college" title=" Bisha college"> Bisha college</a> </p> <a href="https://publications.waset.org/abstracts/22544/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22544.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">499</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">12040</span> Exploring the In-Between: An Examination of the Contextual Factors That Impact How Young Children Come to Value and Use the Visual Arts in Their Learning and Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Probine">S. Probine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The visual arts have been proven to be a central means through which young children can communicate their ideas, reflect on experience, and construct new knowledge. Despite this, perceptions of, and the degree to which the visual arts are valued within education, vary widely within political, educational, community and family contexts. These differing perceptions informed my doctoral research project, which explored the contextual factors that affect how young children come to value and use the visual arts in their lives and learning. The qualitative methodology of narrative inquiry with inclusion of arts-based methods was most appropriate for this inquiry. Using a sociocultural framework, the stories collected were analysed through the sociocultural theories of Lev Vygotsky as well as the work of Urie Bronfenbrenner, together with postmodern theories about identity formation. The use of arts-based methods such as teacher’s reflective art journals and the collection of images by child participants and their parent/caregivers allowed the research participants to have a significant role in the research. Three early childhood settings at which the visual arts were deeply valued as a meaning-making device in children’s learning, were purposively selected to be involved in the research. At each setting, the study found a unique and complex web of influences and interconnections, which shaped how children utilised the visual arts to mediate their thinking. Although the teachers' practices at all three centres were influenced by sociocultural theories, each settings' interpretations of these theories were unique and resulted in innovative interpretations of the role of the teacher in supporting visual arts learning. These practices had a significant impact on children’s experiences of the visual arts. For many of the children involved in this study, visual art was the primary means through which they learned. The children in this study used visual art to represent their experiences, relationships, to explore working theories, their interests (including those related to popular culture), to make sense of their own and other cultures, and to enrich their imaginative play. This research demonstrates that teachers have fundamental roles in fostering and disseminating the importance of the visual arts within their educational communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20methods" title="arts-based methods">arts-based methods</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20visual%20arts%20pedagogies" title=" teacher's visual arts pedagogies"> teacher's visual arts pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title=" visual arts"> visual arts</a> </p> <a href="https://publications.waset.org/abstracts/118573/exploring-the-in-between-an-examination-of-the-contextual-factors-that-impact-how-young-children-come-to-value-and-use-the-visual-arts-in-their-learning-and-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118573.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">139</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">12039</span> Sociocultural Foundations of Psychological Well-Being among Ethiopian Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kassahun%20Tilahun">Kassahun Tilahun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of the studies available on adult psychological well-being have been centered on Western countries. However, psychological well-being does not have the same meaning across the world. The Euro-American and African conceptions and experiences of psychological well-being differ systematically. As a result, questions like, how do people living in developing African countries, like Ethiopia, report their psychological well-being; what would the context-specific prominent determinants of their psychological well-being be, needs a definitive answer. This study was, therefore, aimed at developing a new theory that would address these socio-cultural issues of psychological well-being. Consequently, data were obtained through interview and open ended questionnaire. A total of 438 adults, working in governmental and non-governmental organizations situated in Addis Ababa, participated in the study. Appropriate qualitative method of data analysis, i.e. thematic content analysis, was employed for analyzing the data. The thematic analysis involves a type of abductive analysis, driven both by theoretical interest and the nature of the data. Reliability and credibility issues were addressed appropriately. The finding identified five major categories of themes, which are viewed as essential in determining the conceptions and experiences of psychological well-being of Ethiopian adults. These were; socio-cultural harmony, social cohesion, security, competence and accomplishment, and the self. Detailed discussion on the rational for including these themes was made and appropriate positive psychology interventions were proposed. Researchers are also encouraged to expand this qualitative research and in turn develop a suitable instrument taping the psychological well-being of adults with different sociocultural orientations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title="sociocultural">sociocultural</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological" title=" psychological"> psychological</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being%0D%0AEthiopia" title=" well-being Ethiopia"> well-being Ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=adults" title=" adults"> adults</a> </p> <a href="https://publications.waset.org/abstracts/21970/sociocultural-foundations-of-psychological-well-being-among-ethiopian-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21970.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">546</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">12038</span> Inclusive Early Childhood Education and the Development of Children with Learning Disabilities in Ghana: Cultural-Historical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20K.%20Kumador">D. K. Kumador</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Muthivhi"> E. A. Muthivhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically, reforms in early childhood education in Ghana have focused narrowly on structural and pedagogical aspects with little attention paid to the broader sociocultural framework within which schooling and child development systems interact. This preliminary study investigates inclusive early childhood education within rapidly changing Ghanaian socio-cultural context, and its consequences for the development of children with learning disabilities. The study addresses an important topic, which is largely under-researched outside of Europe, North America, and Australasia. While inclusive education has been widely accepted globally at the level of policy, its implementation is uneven, as is shown in numerous studies across an array of countries and education systems. Despite this burgeoning area of research internationally, there have been far fewer studies conducted in African settings and fewer still that use cultural-historical activity theory as an investigative approach. More so, specific literature on the subject in the Ghanaian context is non-existent and, as such, coming to a deeper understanding of the sociocultural practices that shape, and possibly impede, inclusive early childhood education in an African country, Ghana, is a worthwhile research endeavour. Using cultural-historical activity theory as a methodological framework, this study employed classroom observations, and in-depth interviews and focus group discussions of preschool teachers in three kindergarten centres in the Greater Accra Region of Ghana to qualitatively explore inclusive early childhood education and the development of children with learning disabilities. The findings showed that literature from Ghana rarely discusses child informed consent as an on-going process that must be articulated throughout the research process from data collection to analysis, reporting and dissemination. Further, the study showed that the introduction and implementation of inclusive education framework – with its concomitant revisions in the curriculum, policies, and school rules, as well as enhanced community and parent involvement – into existing schooling practices, generated contradictions in inclusive teachers’ approaches to teaching and learning, and classroom management. Generally, contradictions in the understanding and acceptability of approaches to teaching and learning occur when a new way of doing things is incorporated into existing practices. These contradictions are thought to be a source of change and development. Thus, they guide teachers to unlearn outmoded practices, relearn or learn new approaches that are beneficial to the development of all children. Nonetheless, the findings of the current study showed that preschool teachers’ belief systems and perceptions of disabilities mediated the outcomes of such contradictions. Also, that was evidenced in the way they engaged children with learning disabilities compared to their typically developing counterparts, showing disregard for what was prescribed by new policies and school rules. The findings have implications for research with young children and the development outcomes of children with learning disabilities in inclusive early childhood education settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CHAT" title="CHAT">CHAT</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title=" classroom management"> classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-historical%20activity%20theory" title=" cultural-historical activity theory"> cultural-historical activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ghana" title=" ghana"> ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20early%20childhood%20education" title=" inclusive early childhood education"> inclusive early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20practices" title=" schooling practices"> schooling practices</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children%20with%20learning%20disabilities" title=" young children with learning disabilities "> young children with learning disabilities </a> </p> <a href="https://publications.waset.org/abstracts/110483/inclusive-early-childhood-education-and-the-development-of-children-with-learning-disabilities-in-ghana-cultural-historical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110483.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">126</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">12037</span> Spatial Mental Imagery in Students with Visual Impairments when Learning Literal and Metaphorical Uses of Prepositions in English as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20S%C3%A1ez">Natalia Sáez</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Shulfman"> Dina Shulfman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an important research gap regarding accessible pedagogical techniques for teaching foreign languages to adults with visual impairments. English as a foreign language (EFL), in particular, is needed in many countries to expand occupational opportunities and improve living standards. Within EFL research, teaching and learning prepositions have only recently gained momentum, considering that they constitute one of the most difficult structures to learn in a foreign language and are fundamental for communicating about spatial relations in the world, both on the physical and imaginary levels. Learning to use prepositions would not only facilitate communication when referring to the surrounding tangible environment but also when conveying ideas about abstract topics (e.g., justice, love, society), for which students’ sociocultural knowledge about space could play an important role. By potentiating visually impaired students’ ability to construe mental spatial imagery, this study made efforts to explore pedagogical techniques that cater to their strengths, helping them create new worlds by welcoming and expanding their sociocultural funds of knowledge as they learn to use English prepositions. Fifteen visually impaired adults living in Chile participated in the study. Their first language was Spanish, and they were learning English at the intermediate level of proficiency in an EFL workshop at La Biblioteca Central para Ciegos (The Central Library for the Blind). Within this workshop, a series of activities and interviews were designed and implemented with the intention of uncovering students’ spatial funds of knowledge when learning literal/physical uses of three English prepositions, namely “in,” “at,” and “on”. The activities and interviews also explored whether students used their original spatial funds of knowledge when learning metaphorical uses of these prepositions and if their use of spatial imagery changed throughout the learning activities. Over the course of approximately half a year, it soon became clear that the students construed mental images of space when learning both literal/physical and metaphorical uses of these prepositions. This research could inform a new approach to inclusive language education using pedagogical methods that are relevant and accessible to students with visual impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=funds%20of%20knowledge" title=" funds of knowledge"> funds of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=prepositions" title=" prepositions"> prepositions</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition" title=" spatial cognition"> spatial cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20students" title=" visually impaired students"> visually impaired students</a> </p> <a href="https://publications.waset.org/abstracts/162362/spatial-mental-imagery-in-students-with-visual-impairments-when-learning-literal-and-metaphorical-uses-of-prepositions-in-english-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162362.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">12036</span> Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellen%20A.%20Kalinga">Ellen A. Kalinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e-Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a>, <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=Tanzania" title=" Tanzania"> Tanzania</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/14417/customization-of-moodle-open-source-lms-for-tanzania-secondary-schools-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14417.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">12035</span> The Content-Based Classroom: Perspectives on Integrating Language and Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mourad%20Ben%20Bennani">Mourad Ben Bennani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Views of language and language learning have undergone a tremendous change over the last decades. Language is no longer seen as a set of structured rules. It is rather viewed as a tool of interaction and communication. This shift in views has resulted in change in viewing language learning, which gave birth to various approaches and methodologies of language teaching. Two of these approaches are content-based instruction and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. This presentation deals with sociocultural view of CBI and CLIL. It also defines language and content as vital components of CBI and CLIL. Next it reviews the origins of CBI and the continuum perspectives and CLIL definitions and models featured in the literature. Finally it summarizes current aspects around research in program evaluation with a focus on the benefits and challenges of these innovative approaches for second language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBI" title="CBI">CBI</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=CBI%20continuum" title=" CBI continuum"> CBI continuum</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL%20models" title=" CLIL models"> CLIL models</a> </p> <a href="https://publications.waset.org/abstracts/40898/the-content-based-classroom-perspectives-on-integrating-language-and-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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