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Instructional Context</title> <meta name="description" content="Search results for: Instructional Context"> <meta name="keywords" content="Instructional Context"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Instructional Context"> <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> 1231</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Instructional Context</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1231</span> Learning Styles of University Students in Bangkok: The Characteristics and the Relevant Instructional Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are 1) to identify learning styles of university students in Bangkok, and 2) to study the frequency of the relevant instructional context of the identified learning styles. Learning Styles employed in this study are those of Honey and Mumford, which include 1) Reflectors, 2) Theorists, 3) Pragmatists, and 4) Activists. The population comprises 1383 students and 5 lecturers. Research tools are 2 questionnaires – one used for identifying students- learning styles, and the other used for identifying the frequency of the relevant instructional context of the identified learning styles. The research findings reveal that 32.30 percent - are Activists, while 28.10 percent are Theorists, 20.10 are Reflectors, and 19.50 are Pragmatists. In terms of the relevant instructional context of the identified 4 learning styles, it is found that the frequency level of the instructional context is totally in high level. Moreover, 2 lists of the context being conducted most frequently are 'Lead'in activity to review background knowledge,- and 'Information retrieval report.' And these two activities serve the learning styles of theorists and activists. It is, therefore, suggested that more instructional context supporting the activists, the majority of the population, learning best by doing, as well as emotional learning situation should be added. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Instructional%20Context" title="Instructional Context">Instructional Context</a>, <a href="https://publications.waset.org/search?q=Learning%20Styles" title=" Learning Styles"> Learning Styles</a>, <a href="https://publications.waset.org/search?q=Learning%0D%0AStyle%20Preference" title=" Learning Style Preference"> Learning Style Preference</a>, <a href="https://publications.waset.org/search?q=and%20Learning%20Style%20Questionnaire." title=" and Learning Style Questionnaire."> and Learning Style Questionnaire.</a> </p> <a href="https://publications.waset.org/13764/learning-styles-of-university-students-in-bangkok-the-characteristics-and-the-relevant-instructional-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13764/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13764/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13764/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13764/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13764/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13764/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13764/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13764/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13764/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13764/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13764.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">1852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1230</span> IDEL - A simple Instructional Design Tool for E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Zimnas">A. Zimnas</a>, <a href="https://publications.waset.org/search?q=D.%20Kleftouris"> D. Kleftouris</a>, <a href="https://publications.waset.org/search?q=N.%20Valkanos"> N. Valkanos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today-s Information and Knowledge Society has placed new demands on education and a new paradigm of education is required. Learning, facilitated by educational systems and the pedagogic process, is globally undergoing dramatic changes. The aim of this paper is the development of a simple Instructional Design tool for E-Learning, named IDEL (Instructional Design for Electronic Learning), that provides the educators with facilities to create their own courses with the essential educational material and manage communication with students. It offers flexibility in the way of learning and provides ease in employment and reusability of resources. IDEL is a web-based Instructional System and is designed to facilitate course design process in accordance with the ADDIE model and the instructional design principles with emphasis placed on the use of technology enhanced learning. An example case of using the ADDIE model to systematically develop a course and its implementation with the aid of IDEL is given and some results from student evaluation of the tool and the course are reported. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/search?q=Instructional%20Design." title=" Instructional Design."> Instructional Design.</a> </p> <a href="https://publications.waset.org/15080/idel-a-simple-instructional-design-tool-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15080/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15080/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15080/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15080/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15080/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15080/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15080/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15080/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15080/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15080/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15080.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">2064</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1229</span> Eye Tracking: Biometric Evaluations of Instructional Materials for Improved Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Janet%20Holland">Janet Holland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Eye tracking is a great way to triangulate multiple data sources for deeper, more complete knowledge of how instructional materials are really being used and emotional connections made. Using sensor based biometrics provides a detailed local analysis in real time expanding our ability to collect science based data for a more comprehensive level of understanding, not previously possible, for teaching and learning. The knowledge gained will be used to make future improvements to instructional materials, tools, and interactions. The literature has been examined and a preliminary pilot test was implemented to develop a methodology for research in Instructional Design and Technology. Eye tracking now offers the addition of objective metrics obtained from eye tracking and other biometric data collection with analysis for a fresh perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Area%20of%20interest" title="Area of interest">Area of interest</a>, <a href="https://publications.waset.org/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a>, <a href="https://publications.waset.org/search?q=biometrics" title=" biometrics"> biometrics</a>, <a href="https://publications.waset.org/search?q=fixation" title=" fixation"> fixation</a>, <a href="https://publications.waset.org/search?q=fixation%20count" title=" fixation count"> fixation count</a>, <a href="https://publications.waset.org/search?q=fixation%20sequence" title=" fixation sequence"> fixation sequence</a>, <a href="https://publications.waset.org/search?q=fixation%20time" title=" fixation time"> fixation time</a>, <a href="https://publications.waset.org/search?q=gaze%20points" title=" gaze points"> gaze points</a>, <a href="https://publications.waset.org/search?q=heat%20map" title=" heat map"> heat map</a>, <a href="https://publications.waset.org/search?q=saccades" title=" saccades"> saccades</a>, <a href="https://publications.waset.org/search?q=time%20to%20first%20fixation." title=" time to first fixation."> time to first fixation.</a> </p> <a href="https://publications.waset.org/10010606/eye-tracking-biometric-evaluations-of-instructional-materials-for-improved-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010606/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010606/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010606/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010606/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010606/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010606/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010606/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010606/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010606/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010606/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010606.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">878</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1228</span> King Bhumibol Adulyadej’s “Learn Wisely” Concept: An Application to Instructional Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rossukhon%20Makaramani">Rossukhon Makaramani</a>, <a href="https://publications.waset.org/search?q=Supanan%20Sittilerd"> Supanan Sittilerd</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study is about an application of King Bhumibol Adulyadej’s “Learn Wisely” (LW) concept in instructional design and management process at the Faculty of Education, Suan Sunahdha Rajabhat University. The concept suggests four strategies for true learning. Related literature and significant LW methods in teaching and learning are also reviewed and then applied in designing a pedagogy learning module. The design has been implemented in three classrooms with a total of 115 sophomore student teachers. After one consecutive semester of managing and adjusting the process by instructors and experts using collected data from minutes, assessment of learning management, satisfaction and learning achievement of the students, it is found that the effective SSRU model of LW instructional method comprises of five steps.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Instructional%20Design" title="Instructional Design">Instructional Design</a>, <a href="https://publications.waset.org/search?q=Learn%20Wisely%20Strategy" title=" Learn Wisely Strategy"> Learn Wisely Strategy</a>, <a href="https://publications.waset.org/search?q=Pedagogy%20Learning%20Module" title=" Pedagogy Learning Module"> Pedagogy Learning Module</a>, <a href="https://publications.waset.org/search?q=Teaching%20Method." title=" Teaching Method."> Teaching Method.</a> </p> <a href="https://publications.waset.org/16474/king-bhumibol-adulyadejs-learn-wisely-concept-an-application-to-instructional-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16474/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16474/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16474/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16474/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16474/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16474/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16474/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16474/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16474/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16474/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16474.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">2537</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1227</span> A Formal Approach for Instructional Design Integrated with Data Visualization for Learning Analytics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Douglas%20A.%20Menezes">Douglas A. Menezes</a>, <a href="https://publications.waset.org/search?q=Isabel%20D.%20Nunes"> Isabel D. Nunes</a>, <a href="https://publications.waset.org/search?q=Ulrich%20Schiel"> Ulrich Schiel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Most Virtual Learning Environments do not provide support mechanisms for the integrated planning, construction and follow-up of Instructional Design supported by Learning Analytic results. The present work aims to present an authoring tool that will be responsible for constructing the structure of an Instructional Design (ID), without the data being altered during the execution of the course. The visual interface aims to present the critical situations present in this ID, serving as a support tool for the course follow-up and possible improvements, which can be made during its execution or in the planning of a new edition of this course. The model for the ID is based on High-Level Petri Nets and the visualization forms are determined by the specific kind of the data generated by an e-course, a population of students generating sequentially dependent data.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20data%20visualization" title="Educational data visualization">Educational data visualization</a>, <a href="https://publications.waset.org/search?q=high-level%20petri%20nets" title=" high-level petri nets"> high-level petri nets</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=learning%20analytics." title=" learning analytics."> learning analytics.</a> </p> <a href="https://publications.waset.org/10007980/a-formal-approach-for-instructional-design-integrated-with-data-visualization-for-learning-analytics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007980/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007980/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007980/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007980/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007980/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007980/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007980/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007980/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007980/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007980/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007980.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">848</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1226</span> Instructional Design Practitioners in Malaysia: Skills and Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Irfan%20N.%20Umar">Irfan N. Umar</a>, <a href="https://publications.waset.org/search?q=Yong%20Su-Lyn"> Yong Su-Lyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to determine the knowledge and skills possessed by instructional design (ID) practitioners in Malaysia. As ID is a relatively new field in the country and there seems to be an absence of any studies on its community of practice, the main objective of this research is to discover the tasks and activities performed by ID practitioners in educational and corporate organizations as suggested by the International Board of Standards for Training, Performance and Instruction. This includes finding out the ID models applied in the course of their work. This research also attempts to identify the barriers and issues as to why some ID tasks and activities are rarely or never conducted. The methodology employed in this descriptive study was a survey questionnaire sent to 30 instructional designers nationwide. The results showed that majority of the tasks and activities are carried out frequently enough but omissions do occur due to reasons such as it being out of job scope, the decision was already made at a higher level, and the lack of knowledge and skills. Further investigations of a qualitative manner should be conducted to achieve a more in-depth understanding of ID practices in Malaysia <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/search?q=ID%20competencies" title=" ID competencies"> ID competencies</a>, <a href="https://publications.waset.org/search?q=ID%20models" title=" ID models"> ID models</a>, <a href="https://publications.waset.org/search?q=IBSTPI" title=" IBSTPI"> IBSTPI</a> </p> <a href="https://publications.waset.org/3632/instructional-design-practitioners-in-malaysia-skills-and-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3632/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3632/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3632/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3632/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3632/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3632/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3632/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3632/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3632/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3632/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3632.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">1864</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1225</span> Open Educational Resource in Online Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haohao%20Wang">Haohao Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology, multimedia in Open Educational Resources, can contribute positively to student performance in an online instructional environment. Student performance data of past four years were obtained from an online course entitled Applied Calculus (MA139). This paper examined the data to determine whether multimedia (independent variable) had any impact on student performance (dependent variable) in online math learning, and how students felt about the value of the technology. Two groups of student data were analyzed, group 1 (control) from the online applied calculus course that did not use multimedia instructional materials, and group 2 (treatment) of the same online applied calculus course that used multimedia instructional materials. For the MA139 class, results indicate a statistically significant difference (p = .001) between the two groups, where group 1 had a final score mean of 56.36 (out of 100), group 2 of 70.68. Additionally, student testimonials were discussed in which students shared their experience in learning applied calculus online with multimedia instructional materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20learning" title="Online learning">Online learning</a>, <a href="https://publications.waset.org/search?q=Open%20Educational%20Resources" title=" Open Educational Resources"> Open Educational Resources</a>, <a href="https://publications.waset.org/search?q=Multimedia" title=" Multimedia"> Multimedia</a>, <a href="https://publications.waset.org/search?q=Technology." title=" Technology."> Technology.</a> </p> <a href="https://publications.waset.org/10001320/open-educational-resource-in-online-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001320/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001320/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001320/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001320/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001320/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001320/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001320/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001320/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001320/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001320/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001320.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">2114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1224</span> The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Glenda%20A.%20Gunter">Glenda A. Gunter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current research has explored the impact of instructional immediacy, defined as those behaviors that help build close relationships or feelings of closeness, both on cognition and motivation in the traditional classroom and online classroom; however, online courses continue to suffer from higher dropout rates. Based on Albert Bandura-s Social Cognitive Theory, four primary relationships or interactions in an online course will be explored in light of how they can provide immediacy thereby reducing student attrition and improving cognitive learning. The four relationships are teacher-student, student-student, and student-content, and studentcomputer. Results of a study conducted with inservice teachers completing a 14-week online professional development technology course will be examined to demonstrate immediacy strategies that improve cognitive learning and reduce student attrition. Results of the study reveal that students can be motivated through various interactions and instructional immediacy behaviors which lead to higher completion rates, improved self-efficacy, and cognitive learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Distance%20Learning" title="Distance Learning">Distance Learning</a>, <a href="https://publications.waset.org/search?q=Self-Efficacy" title=" Self-Efficacy"> Self-Efficacy</a>, <a href="https://publications.waset.org/search?q=Instructional%0Aimmediacy" title=" Instructional immediacy"> Instructional immediacy</a>, <a href="https://publications.waset.org/search?q=Student%20achievement." title=" Student achievement."> Student achievement.</a> </p> <a href="https://publications.waset.org/481/the-effects-of-the-impact-of-instructional-immediacy-on-cognition-and-learning-in-online-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/481/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/481/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/481/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/481/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/481/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/481/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/481/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/481/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/481/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/481/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/481.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">2806</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1223</span> Virtual Environments...Vehicle for Pedagogical Advancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elizabeth%20M.%20Hodge">Elizabeth M. Hodge</a>, <a href="https://publications.waset.org/search?q=Sharon%20K.%20Collins"> Sharon K. Collins</a>, <a href="https://publications.waset.org/search?q=Eric%20Kisling"> Eric Kisling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Virtual%20Environments" title="Virtual Environments">Virtual Environments</a>, <a href="https://publications.waset.org/search?q=Second%20Life" title=" Second Life"> Second Life</a>, <a href="https://publications.waset.org/search?q=Instructional%20Strategies%20and%20Technology" title=" Instructional Strategies and Technology"> Instructional Strategies and Technology</a> </p> <a href="https://publications.waset.org/15260/virtual-environmentsvehicle-for-pedagogical-advancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15260/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15260/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15260/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15260/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15260/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15260/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15260/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15260/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15260/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15260/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15260.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">1555</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1222</span> Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wernhuar%20Tarng">Wernhuar Tarng</a>, <a href="https://publications.waset.org/search?q=Wen-Shin%20Tsai"> Wen-Shin Tsai</a>, <a href="https://publications.waset.org/search?q=Yu-Si%20Lin"> Yu-Si Lin</a>, <a href="https://publications.waset.org/search?q=Chen-Kai%20Shiu"> Chen-Kai Shiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ecological ponds can be a good teaching tool for science teachers, but they must be built and maintained properly to provide students with a safe and suitable learning environment. Hence, many schools do not have the ability to build an ecological pond. This study used virtual reality technology to develop a webbased virtual ecological pond. Supported by situated learning theory and the instructional design of “Aquatic Life" learning unit, elementary school students can actively explore in the virtual ecological pond to observe aquatic animals and plants and learn about the concept of ecological conservation. A teaching experiment was conducted to investigate the learning effectiveness and practicability of this instructional design, and the results showed that students improved a great deal in learning about aquatic life. They found the virtual ecological pond interesting, easy to operate and helpful to understanding the aquatic ecological system. Therefore, it is useful in elementary science education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Virtual%20reality" title="Virtual reality">Virtual reality</a>, <a href="https://publications.waset.org/search?q=virtual%20ecological%20ponds" title=" virtual ecological ponds"> virtual ecological ponds</a>, <a href="https://publications.waset.org/search?q=situated%0Alearning" title=" situated learning"> situated learning</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=science%20education." title=" science education."> science education.</a> </p> <a href="https://publications.waset.org/11047/instructional-design-using-the-virtual-ecological-pond-for-science-education-in-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11047/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11047/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11047/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11047/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11047/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11047/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11047/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11047/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11047/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11047/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11047.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">2058</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1221</span> Instructional Design and Development Utilizing Technology: A Student Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lisa%20M.%20Weltzer-Ward">Lisa M. Weltzer-Ward</a>, <a href="https://publications.waset.org/search?q=Abbie%20Brown"> Abbie Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The sequence Analyze, Design, Develop, Implement, and Evaluate (ADDIE) provides a powerful methodology for designing computer-based educational materials. Helping students to understand this design process sequence may be achieved by providing them with direct, guided experience. This article examines such help and guidance and the overall learning process from a student-s personal experience.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ADDIE" title="ADDIE">ADDIE</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=web%20design." title=" web design."> web design.</a> </p> <a href="https://publications.waset.org/8794/instructional-design-and-development-utilizing-technology-a-student-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8794/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8794/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8794/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8794/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8794/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8794/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8794/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8794/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8794/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8794/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8794.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">1665</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1220</span> A Game Design Framework for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Heide%20Lukosch">Heide Lukosch</a>, <a href="https://publications.waset.org/search?q=Roy%20Van%20Bussel"> Roy Van Bussel</a>, <a href="https://publications.waset.org/search?q=Sebastiaan%20Meijer"> Sebastiaan Meijer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Serious games have proven to be a useful instrument to engage learners and increase motivation. Nevertheless, a broadly accepted, practical instructional design approach to serious games does not exist. In this paper, we introduce the use of an instructional design model that has not been applied to serious games yet, and has some advantages compared to other design approaches. We present the case of mechanics mechatronics education to illustrate the close match with timing and role of knowledge and information that the instructional design model prescribes and how this has been translated to a rigidly structured game design. The structured approach answers the learning needs of applicable knowledge within the target group. It combines advantages of simulations with strengths of entertainment games to foster learner-s motivation in the best possible way. A prototype of the game will be evaluated along a well-respected evaluation method within an advanced test setting including test and control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Serious%20Gaming" title="Serious Gaming">Serious Gaming</a>, <a href="https://publications.waset.org/search?q=Simulation" title=" Simulation"> Simulation</a>, <a href="https://publications.waset.org/search?q=Complex%20Learning." title=" Complex Learning."> Complex Learning.</a> </p> <a href="https://publications.waset.org/4691/a-game-design-framework-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4691/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4691/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4691/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4691/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4691/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4691/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4691/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4691/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4691/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4691/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4691.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">1767</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1219</span> Effects of Multimedia-based Instructional Designs for Arabic Language Learning among Pupils of Different Achievement Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aldalalah">Aldalalah</a>, <a href="https://publications.waset.org/search?q=M.%20Osamah"> M. Osamah</a>, <a href="https://publications.waset.org/search?q=Soon%20Fook%20Fong%20%26%20Ababneh"> Soon Fook Fong & Ababneh</a>, <a href="https://publications.waset.org/search?q=W.%20Ziad"> W. Ziad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the effects of modality principles in instructional software among first grade pupils- achievements in the learning of Arabic Language. Two modes of instructional software were systematically designed and developed, audio with images (AI), and text with images (TI). The quasi-experimental design was used in the study. The sample consisted of 123 male and female pupils from IRBED Education Directorate, Jordan. The pupils were randomly assigned to any one of the two modes. The independent variable comprised the two modes of the instructional software, the students- achievement levels in the Arabic Language class and gender. The dependent variable was the achievements of the pupils in the Arabic Language test. The theoretical framework of this study was based on Mayer-s Cognitive Theory of Multimedia Learning. Four hypotheses were postulated and tested. Analyses of Variance (ANOVA) showed that pupils using the (AI) mode performed significantly better than those using (TI) mode. This study concluded that the audio with images mode was an important aid to learning as compared to text with images mode. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20theory%20of%20Multimedia%20Learning" title="Cognitive theory of Multimedia Learning">Cognitive theory of Multimedia Learning</a>, <a href="https://publications.waset.org/search?q=ModalityPrinciple" title=" ModalityPrinciple"> ModalityPrinciple</a>, <a href="https://publications.waset.org/search?q=Multimedia" title=" Multimedia"> Multimedia</a>, <a href="https://publications.waset.org/search?q=Arabic%20Language%20learning" title=" Arabic Language learning"> Arabic Language learning</a> </p> <a href="https://publications.waset.org/10104/effects-of-multimedia-based-instructional-designs-for-arabic-language-learning-among-pupils-of-different-achievement-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10104/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10104/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10104/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10104/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10104/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10104/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10104/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10104/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10104/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10104/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10104.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">2265</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1218</span> Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Boon%20Yih%20Mah">Boon Yih Mah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Web-based Cognitive Writing Instruction (WeCWI) is a hybrid e-framework for the development of a web-based instruction (WBI), which contributes towards instructional design and language development. WeCWI divides its contribution in instructional design into macro and micro perspectives. In macro perspective, being a 21st century educator by disseminating knowledge and sharing ideas with the in-class and global learners is initiated. By leveraging the virtue of technology, WeCWI aims to transform an educator into an aggregator, curator, publisher, social networker and ultimately, a web-based instructor. Since the most notable contribution of integrating technology is being a tool of teaching as well as a stimulus for learning, WeCWI focuses on the use of contemporary web tools based on the multiple roles played by the 21st century educator. The micro perspective in instructional design draws attention to the pedagogical approaches focusing on three main aspects: reading, discussion, and writing. With the effective use of pedagogical approaches through free reading and enterprises, technology adds new dimensions and expands the boundaries of learning capacity. Lastly, WeCWI also imparts the fundamental theories and models for web-based instructors’ awareness such as interactionist theory, cognitive information processing (CIP) theory, computer-mediated communication (CMC), e-learning interactionalbased model, inquiry models, sensory mind model, and leaning styles model.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=WeCWI" title="WeCWI">WeCWI</a>, <a href="https://publications.waset.org/search?q=instructional%20discovery" title=" instructional discovery"> instructional discovery</a>, <a href="https://publications.waset.org/search?q=technological%0D%0Adiscovery" title=" technological discovery"> technological discovery</a>, <a href="https://publications.waset.org/search?q=pedagogical%20discovery" title=" pedagogical discovery"> pedagogical discovery</a>, <a href="https://publications.waset.org/search?q=theoretical%20discovery." title=" theoretical discovery."> theoretical discovery.</a> </p> <a href="https://publications.waset.org/9999748/web-based-cognitive-writing-instruction-wecwi-a-hybrid-e-framework-for-instructional-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999748/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999748/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999748/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999748/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999748/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999748/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999748/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999748/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999748/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999748/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999748.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">2235</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1217</span> Podcasting as an Instructional Method: Case Study of a School Psychology Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been considerable growth in online learning. Researchers continue to explore the impact various methods of delivery. Podcasting is a popular method for sharing information. The purpose of this study was to examine the impact of student motivation and the perception of the acquisition of knowledge in an online environment of a skill-based class. 25 students in a school psychology graduate class completed a pretest and posttest examining podcast use and familiarity. In addition, at the completion of the course they were administered a modified version of the Instructional Materials Motivation Survey. The four subscales were examined (attention, relevance, confidence, and satisfaction). Results indicated that students are motivated, they perceive podcasts as positive instructional tools, and students are successful in acquiring the needed information. Additional benefits of using podcasts and recommendations in school psychology training are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation" title="Motivation">Motivation</a>, <a href="https://publications.waset.org/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=podcast." title=" podcast. "> podcast. </a> </p> <a href="https://publications.waset.org/10011963/podcasting-as-an-instructional-method-case-study-of-a-school-psychology-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011963/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011963/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011963/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011963/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011963/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011963/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011963/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011963/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011963/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011963/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011963.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">766</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1216</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=A%20second%20language" title="A second language">A second language</a>, <a href="https://publications.waset.org/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/search?q=instructional%20strategies." title=" instructional strategies."> instructional strategies.</a> </p> <a href="https://publications.waset.org/10003845/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003845/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003845/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003845/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003845/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003845/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003845/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003845/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003845/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003845/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003845/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003845.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">2182</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1215</span> Context Modeling and Reasoning Approach in Context-Aware Middleware for URC System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chung-Seong%20Hong">Chung-Seong Hong</a>, <a href="https://publications.waset.org/search?q=Hyung-Sun%20Kim"> Hyung-Sun Kim</a>, <a href="https://publications.waset.org/search?q=Joonmyun%20Cho"> Joonmyun Cho</a>, <a href="https://publications.waset.org/search?q=Hyun%20Kyu%20Cho"> Hyun Kyu Cho</a>, <a href="https://publications.waset.org/search?q=Hyun-Chan%20Lee"> Hyun-Chan Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To realize the vision of ubiquitous computing, it is important to develop a context-aware infrastructure which can help ubiquitous agents, services, and devices become aware of their contexts because such computational entities need to adapt themselves to changing situations. A context-aware infrastructure manages the context model representing contextual information and provides appropriate information. In this paper, we introduce Context-Aware Middleware for URC System (hereafter CAMUS) as a context-aware infrastructure for a network-based intelligent robot system and discuss the ontology-based context modeling and reasoning approach which is used in that infrastructure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CAMUS" title="CAMUS">CAMUS</a>, <a href="https://publications.waset.org/search?q=Context-Aware" title=" Context-Aware"> Context-Aware</a>, <a href="https://publications.waset.org/search?q=Context%20Model" title=" Context Model"> Context Model</a>, <a href="https://publications.waset.org/search?q=Ontology." title=" Ontology."> Ontology.</a> </p> <a href="https://publications.waset.org/4381/context-modeling-and-reasoning-approach-in-context-aware-middleware-for-urc-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4381/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4381/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4381/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4381/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4381/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4381/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4381/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4381/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4381/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4381/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4381.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">1921</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1214</span> Proposal for a Generic Context Metamodel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jaouadi%20Imen">Jaouadi Imen</a>, <a href="https://publications.waset.org/search?q=Ben%20Djemaa%20Raoudha"> Ben Djemaa Raoudha</a>, <a href="https://publications.waset.org/search?q=Ben%20Abdallah%20Hanene"> Ben Abdallah Hanene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The access to relevant information that is adapted to user’s needs, preferences and environment is a challenge in many applications running. That causes an appearance of context-aware systems. To facilitate the development of this class of applications, it is necessary that these applications share a common context metamodel. In this article, we will present our context metamodel that is defined using the OMG Meta Object facility (MOF).This metamodel is based on the analysis and synthesis of context concepts proposed in literature.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Context" title="Context">Context</a>, <a href="https://publications.waset.org/search?q=metamodel" title=" metamodel"> metamodel</a>, <a href="https://publications.waset.org/search?q=Meta%20Object%20Facility%20%28MOF%29" title=" Meta Object Facility (MOF)"> Meta Object Facility (MOF)</a>, <a href="https://publications.waset.org/search?q=awareness%20system." title=" awareness system."> awareness system.</a> </p> <a href="https://publications.waset.org/10002321/proposal-for-a-generic-context-metamodel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002321/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002321/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002321/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002321/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002321/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002321/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002321/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002321/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002321/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002321/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002321.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">1582</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1213</span> Measuring Cognitive Load - A Solution to Ease Learning of Programming </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammed%20Yousoof">Muhammed Yousoof</a>, <a href="https://publications.waset.org/search?q=Mohd%20Sapiyan"> Mohd Sapiyan</a>, <a href="https://publications.waset.org/search?q=Khaja%20Kamaluddin"> Khaja Kamaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learning programming is difficult for many learners. Some researches have found that the main difficulty relates to cognitive load. Cognitive overload happens in programming due to the nature of the subject which is intrinisicly over-bearing on the working memory. It happens due to the complexity of the subject itself. The problem is made worse by the poor instructional design methodology used in the teaching and learning process. Various efforts have been proposed to reduce the cognitive load, e.g. visualization softwares, part-program method etc. Use of many computer based systems have also been tried to tackle the problem. However, little success has been made to alleviate the problem. More has to be done to overcome this hurdle. This research attempts at understanding how cognitive load can be managed so as to reduce the problem of overloading. We propose a mechanism to measure the cognitive load during pre instruction, post instruction and in instructional stages of learning. This mechanism is used to help the instruction. As the load changes the instruction is made to adapt itself to ensure cognitive viability. This mechanism could be incorporated as a sub domain in the student model of various computer based instructional systems to facilitate the learning of programming.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20load" title="Cognitive load">Cognitive load</a>, <a href="https://publications.waset.org/search?q=Working%20memory" title=" Working memory"> Working memory</a>, <a href="https://publications.waset.org/search?q=Cognitive%20Loadmeasurement." title=" Cognitive Loadmeasurement."> Cognitive Loadmeasurement.</a> </p> <a href="https://publications.waset.org/12683/measuring-cognitive-load-a-solution-to-ease-learning-of-programming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12683/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12683/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12683/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12683/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12683/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12683/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12683/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12683/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12683/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12683/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12683.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">2562</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1212</span> Transformative Leadership and Learning Management Systems Implementation: Leadership Practices in Instructional Design for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Felix%20Brito">Felix Brito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the growth of online learning, several higher education institutions have attempted to incorporate technology in their curriculum. Successful technology implementation projects really on technology infrastructure and on the acceptance of education professionals towards innovation. This research study is aimed at illustrating the relevance of the human component in technology implementation projects in higher education by describing the Learning Management System implementation project executed by instructional designers working for a higher education institution in the southeast region of the United States. An analysis of the Transformative Leadership Theory, the Technology Acceptance Model, and the Diffusion of Innovation Process provide the support for a solid understanding of this issue and address recommendations for future technology implementation projects in higher education institutions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management%20systems" title="Learning management systems">Learning management systems</a>, <a href="https://publications.waset.org/search?q=transformative%20leadership%20theory" title=" transformative leadership theory"> transformative leadership theory</a>, <a href="https://publications.waset.org/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/search?q=diffusion%20of%20innovation%20process" title=" diffusion of innovation process"> diffusion of innovation process</a>, <a href="https://publications.waset.org/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/search?q=online%20learning." title=" online learning."> online learning.</a> </p> <a href="https://publications.waset.org/10007389/transformative-leadership-and-learning-management-systems-implementation-leadership-practices-in-instructional-design-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007389/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007389/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007389/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007389/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007389/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007389/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007389/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007389/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007389/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007389/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007389.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">1566</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1211</span> Context Modeling and Context-Aware Service Adaptation for Pervasive Computing Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Moeiz%20Miraoui">Moeiz Miraoui</a>, <a href="https://publications.waset.org/search?q=Chakib%20Tadj"> Chakib Tadj</a>, <a href="https://publications.waset.org/search?q=Chokri%20ben%20Amar"> Chokri ben Amar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Devices in a pervasive computing system (PCS) are characterized by their context-awareness. It permits them to provide proactively adapted services to the user and applications. To do so, context must be well understood and modeled in an appropriate form which enhance its sharing between devices and provide a high level of abstraction. The most interesting methods for modeling context are those based on ontology however the majority of the proposed methods fail in proposing a generic ontology for context which limit their usability and keep them specific to a particular domain. The adaptation task must be done automatically and without an explicit intervention of the user. Devices of a PCS must acquire some intelligence which permits them to sense the current context and trigger the appropriate service or provide a service in a better suitable form. In this paper we will propose a generic service ontology for context modeling and a context-aware service adaptation based on a service oriented definition of context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Pervasive%20computing%20system" title="Pervasive computing system">Pervasive computing system</a>, <a href="https://publications.waset.org/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/search?q=contextawareness" title=" contextawareness"> contextawareness</a>, <a href="https://publications.waset.org/search?q=service" title=" service"> service</a>, <a href="https://publications.waset.org/search?q=context%20modeling" title=" context modeling"> context modeling</a>, <a href="https://publications.waset.org/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/search?q=machine%0D%0Alearning." title=" machine learning."> machine learning.</a> </p> <a href="https://publications.waset.org/15922/context-modeling-and-context-aware-service-adaptation-for-pervasive-computing-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15922/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15922/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15922/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15922/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15922/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15922/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15922/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15922/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15922/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15922/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15922.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">1815</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1210</span> A Proposed Framework for Visualization to Teach Computer Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammed%20Yousoof">Muhammed Yousoof</a>, <a href="https://publications.waset.org/search?q=Mohd%20Sapiyan"> Mohd Sapiyan</a>, <a href="https://publications.waset.org/search?q=Khaja%20Kamaluddin"> Khaja Kamaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer programming is considered a very difficult course by many computer science students. The reasons for the difficulties include cognitive load involved in programming, different learning styles of students, instructional methodology and the choice of the programming languages. To reduce the difficulties the following have been tried: pair programming, program visualization, different learning styles etc. However, these efforts have produced limited success. This paper reviews the problem and proposes a framework to help students overcome the difficulties involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20Load" title="Cognitive Load">Cognitive Load</a>, <a href="https://publications.waset.org/search?q=Instructional%20Models" title="Instructional Models">Instructional Models</a>, <a href="https://publications.waset.org/search?q=LearningStyles" title=" LearningStyles"> LearningStyles</a>, <a href="https://publications.waset.org/search?q=Program%20Visualization." title=" Program Visualization."> Program Visualization.</a> </p> <a href="https://publications.waset.org/2948/a-proposed-framework-for-visualization-to-teach-computer-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2948/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2948/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2948/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2948/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2948/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2948/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2948/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2948/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2948/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2948/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2948.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">1455</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1209</span> The Experience of Middle Grade Teachers in a Culture of Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tamara%20Tallman">Tamara Tallman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Collaboration is a powerful tool for professional development and central for creating opportunities for teachers to reflect on their practice. However, school districts continue to have difficulty both implementing and sustaining collaboration. The purpose of this research was to investigate the experience of the teacher in a creative, instructional collaboration. The teachers in this study found that teacher-initiated collaboration offered them trust and they were more open with their partners. An interpretative phenomenological analysis was used for this study as it told the story of the teacher’s experience. Interpretative Phenomenological Analysis was chosen for this study to capture the complex and contextual nature of the teacher experience from a creative, instructional collaborative experience. This study sought to answer the question of how teachers in a private, faith-based school experience collaboration. In particular, the researcher engaged the study’s participants in interviews where they shared their unique perspectives on their experiences in relation to this phenomenon. Through the use of interpretative phenomenological analysis, the researcher interpreted the experiences of each participant in an attempt to gain deeper insight into how teachers made sense of their understanding of collaboration. In addition to the researcher’s interpreting the meaning of this construct for each research participant, this study gave a voice to the individual experiences and positionality of each participant at the research site. Moreover, the key findings presented in this study shed light on how teachers within this particular context participated in and made sense of their experience of creating an instructional collaborative. The research presented the findings that speak to the meaning that each research participant experienced in their relation to participating in building a collaborative culture and its effect on professional and personal growth. The researcher provided recommendations for future practice and research possibilities. The research findings demonstrated the unique experiences of each participant as well as a connection to the literature within the field of teacher professional development. The results also supported the claim that teacher collaboration can facilitate school reform. Participating teachers felt less isolation and developed more teacher knowledge.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Collaboration" title="Collaboration">Collaboration</a>, <a href="https://publications.waset.org/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/search?q=growth." title=" growth. "> growth. </a> </p> <a href="https://publications.waset.org/10011463/the-experience-of-middle-grade-teachers-in-a-culture-of-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011463/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011463/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011463/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011463/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011463/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011463/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011463/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011463/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011463/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011463/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011463.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">615</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1208</span> The Design and Development of Multimedia Pronunciation Learning Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fei%20Ping%20Por">Fei Ping Por</a>, <a href="https://publications.waset.org/search?q=Soon%20Fook%20Fong"> Soon Fook Fong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed Multimedia Pronunciation Learning Management System (MPLMS) in this study is a technology with profound potential for inducing improvement in pronunciation learning. The MPLMS optimizes the digitised phonetic symbols with the integration of text, sound and mouth movement video. The components are designed and developed in an online management system which turns the web to a dynamic user-centric collection of consistent and timely information for quality sustainable learning. The aim of this study is to design and develop the MPLMS which serves as an innovative tool to improve English pronunciation. This paper discusses the iterative methodology and the three-phase Alessi and Trollip model in the development of MPLMS. To align with the flexibility of the development of educational software, the iterative approach comprises plan, design, develop, evaluate and implement is followed. To ensure the instructional appropriateness of MPLMS, the instructional system design (ISD) model of Alessi and Trollip serves as a platform to guide the important instructional factors and process. It is expected that the results of future empirical research will support the efficacy of MPLMS and its place as the premier pronunciation learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design" title="Design">Design</a>, <a href="https://publications.waset.org/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/search?q=learning%20management%20system" title=" learning management system"> learning management system</a> </p> <a href="https://publications.waset.org/10568/the-design-and-development-of-multimedia-pronunciation-learning-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10568/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10568/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10568/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10568/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10568/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10568/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10568/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10568/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10568/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10568/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10568.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">2444</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1207</span> Towards Natively Context-Aware Web Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hajer%20Taktak">Hajer Taktak</a>, <a href="https://publications.waset.org/search?q=Faouzi%20Moussa"> Faouzi Moussa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the ubiquitous computing’s emergence and the evolution of enterprises’ needs, one of the main challenges is to build context-aware applications based on Web services. These applications have become particularly relevant in the pervasive computing domain. In this paper, we introduce our approach that optimizes the use of Web services with context notions when dealing with contextual environments. We focus particularly on making Web services autonomous and natively context-aware. We implement and evaluate the proposed approach with a pedagogical example of a context-aware Web service treating temperature values.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Context-aware" title="Context-aware">Context-aware</a>, <a href="https://publications.waset.org/search?q=CXF%20framework" title=" CXF framework"> CXF framework</a>, <a href="https://publications.waset.org/search?q=ubiquitous%20computing" title=" ubiquitous computing"> ubiquitous computing</a>, <a href="https://publications.waset.org/search?q=web%20service." title=" web service."> web service.</a> </p> <a href="https://publications.waset.org/10005944/towards-natively-context-aware-web-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005944/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005944/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005944/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005944/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005944/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005944/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005944/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005944/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005944/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005944/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005944.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">855</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1206</span> Building an e-Learning System Model with Implications for Research and Instructional Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuan-Chou%20Chen">Kuan-Chou Chen</a>, <a href="https://publications.waset.org/search?q=Keh-Wen%20%E2%80%9CCarin%E2%80%9D%20Chuang"> Keh-Wen “Carin” Chuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates a model of an e-Learning system based on nowadays learning theory and distant education practice. The relationships in the model are designed to be simple and functional and do not necessarily represent any particular e- Learning environments. It is meant to be a generic e-Learning system model with implications for any distant education course instructional design. It allows online instructors to move away from the discrepancy between the courses and body of knowledge. The interrelationships of four primary sectors that are at the e-Learning system are presented in this paper. This integrated model includes [1] pedagogy, [2] technology, [3] teaching, and [4] learning. There are interactions within each of these sectors depicted by system loop map. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Learning%20system" title="e-Learning system">e-Learning system</a>, <a href="https://publications.waset.org/search?q=online%20courses%20instructionaldesign" title=" online courses instructionaldesign"> online courses instructionaldesign</a>, <a href="https://publications.waset.org/search?q=integrated%20model" title=" integrated model"> integrated model</a>, <a href="https://publications.waset.org/search?q=interrelationships." title=" interrelationships."> interrelationships.</a> </p> <a href="https://publications.waset.org/13332/building-an-e-learning-system-model-with-implications-for-research-and-instructional-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13332/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13332/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13332/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13332/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13332/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13332/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13332/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13332/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13332/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13332/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13332.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">1517</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1205</span> Linguistic Competence Analysis and the Development of Speaking Instructional Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Felipa%20M.%20Rico">Felipa M. Rico </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Linguistic oral competence plays a vital role in attaining effective communication. Since the English language is considered as universally used language and has a high demand skill needed in the work-place, mastery is the expected output from learners. To achieve this, learners should be given integrated differentiated tasks which help them develop and strengthen the expected skills. This study aimed to develop speaking instructional supplementary material to enhance the English linguistic competence of Grade 9 students in areas of pronunciation, intonation and stress, voice projection, diction and fluency. A descriptive analysis was utilized to analyze the speaking level of performance of the students in order to employ appropriate strategies. There were two sets of respondents: 178 Grade 9 students selected through a stratified sampling and chosen at random. The other set comprised English teachers who evaluated the usefulness of the devised teaching materials. A teacher conducted a speaking test and activities were employed to analyze the speaking needs of students. Observation and recordings were also used to evaluate the students’ performance. The findings revealed that the English pronunciation of the students was slightly unclear at times, but generally fair. There were lapses but generally they rated moderate in intonation and stress, because of other language interference. In terms of voice projection, students have erratic high volume pitch. For diction, the students’ ability to produce comprehensible language is limited, and as to fluency, the choice of vocabulary and use of structure were severely limited. Based on the students’ speaking needs analyses, the supplementary material devised was based on Nunan’s IM model, incorporating context of daily life and global work settings, considering the principle that language is best learned in the actual meaningful situation. To widen the mastery of skill, a rich learning environment, filled with a variety instructional material tends to foster faster acquisition of the requisite skills for sustained learning and development. The role of IM is to encourage information to stick in the learners’ mind, as what is seen is understood more than what is heard. Teachers say they found the IM “very useful.” This implied that English teachers could adopt the materials to improve the speaking skills of students. Further, teachers should provide varied opportunities for students to get involved in real life situations where they could take turns in asking and answering questions and share information related to the activities. This would minimize anxiety among students in the use of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Fluency" title="Fluency">Fluency</a>, <a href="https://publications.waset.org/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a>, <a href="https://publications.waset.org/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a>, <a href="https://publications.waset.org/search?q=pronunciation." title=" pronunciation."> pronunciation.</a> </p> <a href="https://publications.waset.org/10006303/linguistic-competence-analysis-and-the-development-of-speaking-instructional-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006303/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006303/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006303/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006303/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006303/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006303/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006303/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006303/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006303/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006303/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006303.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">1653</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1204</span> A Redesigned Pedagogy in Introductory Programming Reduces Failure and Withdrawal Rates by Half</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Said%20C.%20Fares">Said C. Fares</a>, <a href="https://publications.waset.org/search?q=Mary%20A.%20Fares"> Mary A. Fares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>It is well documented that introductory computer programming courses are difficult and that failure rates are high. The aim of this project was to reduce the high failure and withdrawal rates in learning to program. This paper presents a number of changes in module organization and instructional delivery system in teaching CS1. Daily out of class help sessions and tutoring services were applied, interactive lectures and laboratories, online resources, and timely feedback were introduced. Five years of data of 563 students in 21 sections was collected and analyzed. The primary results show that the failure and withdrawal rates were cut by more than half. Student surveys indicate a positive evaluation of the modified instructional approach, overall satisfaction with the course and consequently, higher success and retention rates.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Failure%20Rate" title="Failure Rate">Failure Rate</a>, <a href="https://publications.waset.org/search?q=Interactive%20Learning" title=" Interactive Learning"> Interactive Learning</a>, <a href="https://publications.waset.org/search?q=Student%0D%0Aengagement" title=" Student engagement"> Student engagement</a>, <a href="https://publications.waset.org/search?q=CS1." title=" CS1."> CS1.</a> </p> <a href="https://publications.waset.org/9998103/a-redesigned-pedagogy-in-introductory-programming-reduces-failure-and-withdrawal-rates-by-half" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998103/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998103/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998103/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998103/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998103/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998103/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998103/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998103/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998103/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998103/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998103.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">1778</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1203</span> The Effectiveness of Lesson Study via Learning Communities in Increasing Instructional Self-Efficacy of Beginning Special Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=David%20D.%20Hampton">David D. Hampton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Lesson study is used as an instructional technique to promote both student and faculty learning. However, little is known about the usefulness of learning communities in supporting results of lesson study on the self-efficacy and development for tenure-track faculty. This study investigated the impact of participation in a lesson study learning community on 34 new faculty members at a mid-size Midwestern University, specifically regarding implementing lesson study evaluations by new faculty on their reported self-efficacy. Results indicate that participation in a lesson study learning community significantly increased faculty members’ lesson study self-efficacy as well as grant and manuscript production over one academic year. Suggestions for future lesson study around faculty learning communities are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Lesson%20study" title="Lesson study">Lesson study</a>, <a href="https://publications.waset.org/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/search?q=lesson%20study%20self-efficacy" title=" lesson study self-efficacy"> lesson study self-efficacy</a>, <a href="https://publications.waset.org/search?q=new%20faculty." title=" new faculty."> new faculty.</a> </p> <a href="https://publications.waset.org/10011960/the-effectiveness-of-lesson-study-via-learning-communities-in-increasing-instructional-self-efficacy-of-beginning-special-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011960/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011960/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011960/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011960/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011960/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011960/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011960/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011960/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011960/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011960/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011960.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">397</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1202</span> Devising and Assessing the Efficacy of Mobile-Assisted Instructional Modes in Mobile Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Majlinda%20Fetaji">Majlinda Fetaji</a>, <a href="https://publications.waset.org/search?q=Alajdin%20Abazi"> Alajdin Abazi</a>, <a href="https://publications.waset.org/search?q=Zamir%20Dika"> Zamir Dika</a>, <a href="https://publications.waset.org/search?q=Bekim%20Fetaji"> Bekim Fetaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of the efficacy of devised Mobile- Assisted Instructional Modes in Mobile Learning was the focus of this research. The study adopted pre-test, post-test, control group quasi-experimental design. Research instruments were developed, validated and used for collecting data. Findings revealed that the students exposed to Mobile Task Based Learning Mode (MTBLM) in using Mobile-Assisted Instruction (MAI) performed significantly better. The implication of these findings is that, the Audio tutorial and Practice Mode (ATPM) (Stimulus instruments) of MAI had been found better over the other modes used in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mobile-Assisted%20instructions" title="Mobile-Assisted instructions">Mobile-Assisted instructions</a>, <a href="https://publications.waset.org/search?q=Mobile%20learning" title=" Mobile learning"> Mobile learning</a>, <a href="https://publications.waset.org/search?q=learning%20instructions" title="learning instructions">learning instructions</a>, <a href="https://publications.waset.org/search?q=task%20based%20learning." title=" task based learning."> task based learning.</a> </p> <a href="https://publications.waset.org/10941/devising-and-assessing-the-efficacy-of-mobile-assisted-instructional-modes-in-mobile-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10941/apa" 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