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systems</title> <meta name="description" content="Search results for: education systems"> <meta name="keywords" content="education systems"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education systems"> <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> 16041</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education systems</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16041</span> The Role of Management Information Systems in the Strategic Management of Institutions of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szilvia%20Vincze">Szilvia Vincze</a>, <a href="https://publications.waset.org/abstracts/search?q=Zolt%C3%A1n%20B%C3%A1cs"> Zoltán Bács</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has become increasingly important for institutions of higher education as well to use available resources as effectively as possible for the implementation of the institution’s strategic plans and, at the same time, to ensure a stable future. This is the responsibility of the management and administration of the institution. Having access to complete and comprehensive information is indispensable for making dynamic and well-founded decisions that consider the realization of objectives to be primary and that manage possibly emerging risks, etc. The present paper introduces the role of Management Information Systems (MIS) at the University of Debrecen, one of the largest institutions of higher education in Hungary, and also discusses the utilization of this and associated information systems in management functions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20information%20system%20%28MIS%29" title="management information system (MIS)">management information system (MIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Hungary" title=" Hungary"> Hungary</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20formulation" title=" strategy formulation "> strategy formulation </a> </p> <a href="https://publications.waset.org/abstracts/19439/the-role-of-management-information-systems-in-the-strategic-management-of-institutions-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19439.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">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16040</span> Applying the CA Systems in Education Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Javorova">A. Javorova</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Matusova"> M. Matusova</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Velisek"> K. Velisek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article summarizes the experience of laboratory technical subjects teaching methodologies using a number of software products. The main aim is to modernize the teaching process in accordance with the requirements of today - based on information technology. Increasing of the study attractiveness and effectiveness is due to the introduction of CA technologies in the learning process. This paper discussed the areas where individual CA system used. Environment using CA systems are briefly presented in each chapter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=CA%20systems" title=" CA systems"> CA systems</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/11657/applying-the-ca-systems-in-education-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11657.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">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16039</span> Data Integrity between Ministry of Education and Private Schools in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rima%20Shishakly">Rima Shishakly</a>, <a href="https://publications.waset.org/abstracts/search?q=Mervyn%20Misajon"> Mervyn Misajon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is similar to other businesses and industries. Achieving data integrity is essential in order to attain a significant supporting for all the stakeholders in the educational sector. Efficient data collect, flow, processing, storing and retrieving are vital in order to deliver successful solutions to the different stakeholders. Ministry of Education (MOE) in United Arab Emirates (UAE) has adopted ‘Education 2020’ a series of five-year plans designed to introduce advanced education management information systems. As part of this program, in 2010 MOE implemented Student Information Systems (SIS) to manage and monitor the students’ data and information flow between MOE and international private schools in UAE. This paper is going to discuss data integrity concerns between MOE, and private schools. The paper will clarify the data integrity issues and will indicate the challenges that face private schools in UAE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20management%20information%20systems%20%28EMIS%29" title="education management information systems (EMIS)">education management information systems (EMIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20information%20system%20%28SIS%29" title=" student information system (SIS)"> student information system (SIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates%20%28UAE%29" title=" United Arab Emirates (UAE)"> United Arab Emirates (UAE)</a>, <a href="https://publications.waset.org/abstracts/search?q=ministry%20of%20education%20%28MOE%29" title=" ministry of education (MOE)"> ministry of education (MOE)</a>, <a href="https://publications.waset.org/abstracts/search?q=%28KHDA%29%20the%20knowledge%20and%20human%20development%20authority" title=" (KHDA) the knowledge and human development authority"> (KHDA) the knowledge and human development authority</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Dhabi%20educational%20counsel%20%28ADEC%29" title=" Abu Dhabi educational counsel (ADEC)"> Abu Dhabi educational counsel (ADEC)</a> </p> <a href="https://publications.waset.org/abstracts/43280/data-integrity-between-ministry-of-education-and-private-schools-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43280.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">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16038</span> Education, Learning and Management: Empowering Individuals for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngong%20Eugene%20Ekia">Ngong Eugene Ekia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is the foundation for the success of any society as its impact transcends across all sectors, including economics, politics, and social welfare. It is through education that individuals acquire the necessary knowledge and skills to succeed in life and contribute meaningfully to society. However, the world is changing rapidly, and it is vital for education systems to adapt to these changes to remain relevant. In this paper, we will discuss the current trends and challenges in education and management and propose solutions that can enable individuals to thrive in an ever-evolving world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access%20to%20education" title="access to education">access to education</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title=" effective teaching and learning"> effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strong%20management%20practices" title=" strong management practices"> strong management practices</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20empowering%20and%20personal%20development" title=" and empowering and personal development"> and empowering and personal development</a> </p> <a href="https://publications.waset.org/abstracts/166861/education-learning-and-management-empowering-individuals-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166861.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">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16037</span> A Project-Orientated Training Concept to Prepare Students for Systems Engineering Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elke%20Mackensen">Elke Mackensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Systems Engineering plays a key role during industrial product development of complex technical systems. The need for systems engineers in industry is growing. However, there is a gap between the industrial need and the academic education. Normally the academic education is focused on the domain specific design, implementation and testing of technical systems. Necessary systems engineering expertise like knowledge about requirements analysis, product cost estimation, management or social skills are poorly taught. Thus, there is the need of new academic concepts for teaching systems engineering skills. This paper presents a project-orientated training concept to prepare students from different technical degree programs for systems engineering activities. The training concept has been initially implemented and applied in the industrial engineering master program of the University of Applied Sciences Offenburg. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20systems%20engineering%20training" title="educational systems engineering training">educational systems engineering training</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20analysis" title=" requirements analysis"> requirements analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20modelling" title=" system modelling"> system modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=SysML" title=" SysML"> SysML</a> </p> <a href="https://publications.waset.org/abstracts/14859/a-project-orientated-training-concept-to-prepare-students-for-systems-engineering-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14859.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">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16036</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.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">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16035</span> Reinventing Education Systems: Towards an Approach Based on Universal Values and Digital Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilyes%20Athimni">Ilyes Athimni</a>, <a href="https://publications.waset.org/abstracts/search?q=Mouna%20Bouzazi"> Mouna Bouzazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mongi%20Boulehmi"> Mongi Boulehmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ferchichi"> Ahmed Ferchichi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The principles of good governance, universal values, and digitization are among the tools to fight corruption and improve the quality of service delivery. In recent years, these tools have become one of the most controversial topics in the field of education and a concern of many international organizations and institutions against the problem of corruption. Corruption in the education sector, particularly in higher education, has negative impacts on the quality of education systems and on the quality of administrative or educational services. Currently, the health crisis due to the spread of the COVID-19 pandemic reveals the difficulties encountered by education systems in most countries of the world. Due to the poor governance of these systems, many educational institutions were unable to continue working remotely. To respond to these problems encountered by most education systems in many countries of the world, our initiative is to propose a methodology to reinvent education systems based on global values and digital technologies. This methodology includes a work strategy for educational institutions, whether in the provision of administrative services or in the teaching method, based on information and communication technologies (ICTs), intelligence artificial, and intelligent agents. In addition, we will propose a supervisory law that will be implemented and monitored by intelligent agents to improve accountability, transparency, and accountability in educational institutions. On the other hand, we will implement and evaluate a field experience by applying the proposed methodology in the operation of an educational institution and comparing it to the traditional methodology through the results of teaching an educational program. With these specifications, we can reinvent quality education systems. We also expect the results of our proposal to play an important role at local, regional, and international levels in motivating governments of countries around the world to change their university governance policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption%20in%20education" title=" corruption in education"> corruption in education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20systems" title=" education systems"> education systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20agents" title=" intelligent agents"> intelligent agents</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20governance" title=" good governance"> good governance</a> </p> <a href="https://publications.waset.org/abstracts/136767/reinventing-education-systems-towards-an-approach-based-on-universal-values-and-digital-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136767.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">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16034</span> Human Capital and the Innovation System: A Case Study of the Mpumalanga Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20E.%20Eggink">Maria E. Eggink</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human capital is one of the essential factors in an innovation system and innovation is the driving force of economic growth and development. Schumpeter focused on the entrepreneur as innovator, but the evolutionary economists shifted the focus to all participants in the innovation system. Education and training institutions are important participants in an innovation system, but there is a gap in literature on competence building as part of the analysis of innovation systems. In this paper the education and training institutions’ competence building role in the innovation system is examined. The Mpumalanga Province of South Africa is used as a case study. It was found that the absence of a university, the level of education, the quality and performance in the education sector and the condition of the education infrastructure have not been conducive to learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20institutions" title="education institutions">education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title=" human capital"> human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20systems" title=" innovation systems"> innovation systems</a>, <a href="https://publications.waset.org/abstracts/search?q=Mpumalanga%20Province" title=" Mpumalanga Province"> Mpumalanga Province</a> </p> <a href="https://publications.waset.org/abstracts/16145/human-capital-and-the-innovation-system-a-case-study-of-the-mpumalanga-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16145.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">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16033</span> The Cloud Systems Used in Education: Properties and Overview</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agah%20Tu%C4%9Frul%20Korucu">Agah Tuğrul Korucu</a>, <a href="https://publications.waset.org/abstracts/search?q=Handan%20Atun"> Handan Atun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diversity and usefulness of information that used in education are have increased due to development of technology. Web technologies have made enormous contributions to the distance learning system especially. Mobile systems, one of the most widely used technology in distance education, made much easier to access web technologies. Not bounding by space and time, individuals have had the opportunity to access the information on web. In addition to this, the storage of educational information and resources and accessing these information and resources is crucial for both students and teachers. Because of this importance, development and dissemination of web technologies supply ease of access to information and resources are provided by web technologies. Dynamic web technologies introduced as new technologies that enable sharing and reuse of information, resource or applications via the Internet and bring websites into expandable platforms are commonly known as Web 2.0 technologies. Cloud systems are one of the dynamic web technologies that defined as a model provides approaching the demanded information independent from time and space in appropriate circumstances and developed by NIST. One of the most important advantages of cloud systems is meeting the requirements of users directly on the web regardless of hardware, software, and dealing with install. Hence, this study aims at using cloud services in education and investigating the services provided by the cloud computing. Survey method has been used as research method. In the findings of this research the fact that cloud systems are used such studies as resource sharing, collaborative work, assignment submission and feedback, developing project in the field of education, and also, it is revealed that cloud systems have plenty of significant advantages in terms of facilitating teaching activities and the interaction between teacher, student and environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20systems" title="cloud systems">cloud systems</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20systems%20in%20education" title=" cloud systems in education"> cloud systems in education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environment" title=" online learning environment"> online learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20of%20information%20technologies" title=" integration of information technologies"> integration of information technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a> </p> <a href="https://publications.waset.org/abstracts/44900/the-cloud-systems-used-in-education-properties-and-overview" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44900.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">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16032</span> Designing Information Systems in Education as Prerequisite for Successful Management Results</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Simovic">Vladimir Simovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Matija%20Varga"> Matija Varga</a>, <a href="https://publications.waset.org/abstracts/search?q=Tonco%20Marusic"> Tonco Marusic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper shows matrix technology models and examples of information systems in education (in the Republic of Croatia and in the Germany) in support of business, education (when learning and teaching) and e-learning. Here we researched and described the aims and objectives of the main process in education and technology, with main matrix classes of data. In this paper, we have example of matrix technology with detailed description of processes related to specific data classes in the processes of education and an example module that is support for the process: ‘Filling in the directory and the diary of work’ and ‘evaluation’. Also, on the lower level of the processes, we researched and described all activities which take place within the lower process in education. We researched and described the characteristics and functioning of modules: ‘Fill the directory and the diary of work’ and ‘evaluation’. For the analysis of the affinity between the aforementioned processes and/or sub-process we used our application model created in Visual Basic, which was based on the algorithm for analyzing the affinity between the observed processes and/or sub-processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=designing" title="designing">designing</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20systems" title=" information systems"> information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix%20technology" title=" matrix technology"> matrix technology</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20affinity" title=" process affinity"> process affinity</a> </p> <a href="https://publications.waset.org/abstracts/47525/designing-information-systems-in-education-as-prerequisite-for-successful-management-results" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47525.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">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16031</span> Multitasking Trends and Impact on Education: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alkahtani">Mohammed Alkahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ahmad"> Ali Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Saber%20Darmoul"> Saber Darmoul</a>, <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Samman"> Shatha Samman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayoub%20Al-zabidi"> Ayoub Al-zabidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Ba%20Matraf"> Khaled Ba Matraf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education systems are complex and involve interactions between humans (teachers and students); media based technologies, lectures, classrooms, etc. to provide educational services. The education system performance is characterized by how well students learn, which is measured using student grades on exams and quizzes, achievements on standardized tests, among others. Advances in portable communications technologies, such as mobile phones, tablets, and laptops, created a different type of classroom, where students seem to engage in more than just the intended learning activities. The performance of more than one task in parallel or in rapid transition is commonly known as multitasking. Several operations in educational systems are performed simultaneously, resulting in a multitasking education environment. This paper surveys existing research on multitasking in educational settings, summarizes literature findings, provides a synthesis of the impact of multitasking on performance, and identifies directions of future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multitasking" title="multitasking">multitasking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20environment" title=" education environment"> education environment</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/47201/multitasking-trends-and-impact-on-education-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47201.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">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16030</span> Examining Experiences of QTBIPOC Disabled Students in Canadian Post-Secondary Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manchari%20Paranthahan">Manchari Paranthahan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education has often presented barriers to many communities as a result of its colonial roots. While higher education was initially created for white cis-males, student populations have become more diverse in the past few decades. Despite this increase in diversity, barriers like rising costs and hostile education settings continue to make higher education hard to access for certain demographics. These barriers and limitations are compounded for students who are intersectionality marginalized, such as Queer and Trans Black, Indigenous and People of Colour (QTBIPOC) Disabled students. As of 2021-2022, only 57.5% of the Canadian population between the ages of 25 - 64 held a college or university credential, with only 32.9% holding a bachelor’s degree or higher. In that same time frame, only 0.64% of the students who successfully completed a higher education program identified as transgender or nonbinary. QTBIPOC Disabled students experience diverse forms of oppression while navigating education systems, often preventing them from completing their education successfully. This research project will investigate the complex experiences of intersectional marginalization of QTBIPOC Disabled students in Canadian post-secondary education systems. Through this investigation, this research seeks to reimagine more inclusive and accessible education systems in Canada and beyond. The social and academic experiences of QTBIPOC Disabled students in education systems are largely absent from scholarly literature, speaking to their continued marginalization and erasure from academic discourses. The lack of representation for this community in academia reinforces the idea that there is no space for marginalized bodies in further education, a discriminatory belief that this research project aims to investigate and reframe with this project. This research study will be informed by Critical Race theory, Queer Theory and Critical Disability Theories. Through a blend of critical narrative ethnography and ethnodrama for my methodological framing. Using these methodologies will speak to the intersecting factors that impact the experiences that QTBIPOC Disabled students have in education systems while offering space to analyze and create new systems of learning that benefits all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=QTBIPOC" title="QTBIPOC">QTBIPOC</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/190051/examining-experiences-of-qtbipoc-disabled-students-in-canadian-post-secondary-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190051.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">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16029</span> Modelling the Education Supply Chain with Network Data Envelopment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sourour%20Ramzi">Sourour Ramzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudia%20Sarrico"> Claudia Sarrico</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Little has been done on network DEA in education, and nobody has attempted to model the whole education supply chain using network DEA. As such the contribution of the present paper is to propose a model for measuring the efficiency of education supply chains using network DEA. First, we use a general survey of data envelopment analysis (DEA) to establish the emergent themes for research in DEA, and focus on the theme of Network DEA. Second, we use a survey on two-stage DEA models, and Network DEA to write a state of the art on Network DEA, particularly applied to supply chain management. Third, we use a survey on DEA applications to establish the most influential papers on DEA education applications, in order to establish the state of the art on applications of DEA in education, in general, and applications of DEA to education using network DEA, in particular. Finally, we propose a model for measuring the performance of education supply chains of different education systems (countries or states within a country, for instance). We then use this model on some empirical data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supply%20chain" title="supply chain">supply chain</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20envelopment%20analysis" title=" data envelopment analysis"> data envelopment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20DEA" title=" network DEA"> network DEA</a> </p> <a href="https://publications.waset.org/abstracts/57510/modelling-the-education-supply-chain-with-network-data-envelopment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57510.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">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16028</span> ICT in Education – A Quest for Quality Learning in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Johnbull">Adam Johnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=quest" title=" quest"> quest</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=sham" title=" sham"> sham</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a> </p> <a href="https://publications.waset.org/abstracts/33976/ict-in-education-a-quest-for-quality-learning-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33976.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">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16027</span> Societal Impacts of Algorithmic Recommendation System: Economy, International Relations, Political Ideologies, and Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Shen">Maggie Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the late 20th century, business giants have been competing to provide better experiences for their users. One way they strive to do so is through more efficiently connecting users with their goals, with recommendation systems that filter out unnecessary or less relevant information. Today’s top online platforms such as Amazon, Netflix, Airbnb, Tiktok, Facebook, and Google all utilize algorithmic recommender systems for different purposes—Product recommendation, movie recommendation, travel recommendation, relationship recommendation, etc. However, while bringing unprecedented convenience and efficiency, the prevalence of algorithmic recommendation systems also influences society in many ways. In using a variety of primary, secondary, and social media sources, this paper explores the impacts of algorithms, particularly algorithmic recommender systems, on different sectors of society. Four fields of interest will be specifically addressed in this paper: economy, international relations, political ideologies, and education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithms" title="algorithms">algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20ideologies" title=" political ideologies"> political ideologies</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143723/societal-impacts-of-algorithmic-recommendation-system-economy-international-relations-political-ideologies-and-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143723.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">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16026</span> Using LMS as an E-Learning Platform in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhawiti">Mohammed Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of Learning Management Systems has been of less importance than its due share. This paper investigates the evaluation of learning management systems (LMS) within educational setting as both an online learning system as well as a helpful tool for multidisciplinary learning environment. This study suggests a theoretical e-learning evaluation model, studying a multi-dimensional methods for evaluation through LMS system, service and content quality, learner`s perspective and attitudes of the instructor. A survey was conducted among 105 e-learners. The sample consisted of students at both undergraduate and master’s levels. Content validity, reliability were tested through the instrument, Findings suggested the suitability of the proposed model in evaluation for the satisfaction of learners through LMS. The results of this study would be valuable for both instructors and users of e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=LMS" title=" LMS"> LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20systems" title=" management systems"> management systems</a> </p> <a href="https://publications.waset.org/abstracts/26447/using-lms-as-an-e-learning-platform-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26447.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">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16025</span> Systems Thinking in Practice Supporting Competence and Sustainable Development Goal Implementation Capability in Student Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anette%20Hay">Anette Hay</a>, <a href="https://publications.waset.org/abstracts/search?q=Zama%20Simamane"> Zama Simamane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Capacity-building and integration of practical activities is one of the key SDGs of the 2030 Agenda for Sustainable Development. This paper will focus on SDG# 17 – “the means of implementation” - and the role of systems thinking in practice (STiP) in supporting both competence and SDG implementation capability in teacher education curricula at North-West University, South Africa. The “Environmental Management for Sustainability” module (EDTM 312), which is compulsory for all students enrolled in the education program at North-West University, will be used as a case study. There is a need for higher education to implement and practically integrate SDG goals into their curricula, and one way to achieve this is through the development of competencies. Education for Sustainable Development (ESD) has the potential to offer approaches that can be useful in the development of capacity-building activities to foster sustainability. The methodological approach adopted is based on a participatory paradigm followed by two cycles and reflection. This paper focuses on systems thinking in practice demonstrating how students apply and reflect on competencies to situations and how praxis captures the actual experiences. The results of this research indicated how to re-orientate the EDTM 312 curriculum to include an environmental justice focus. This research shares practical knowledge of systems thinking as a sustainability competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20justice%20competencies" title=" environmental justice competencies"> environmental justice competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking%20in%20practice" title=" systems thinking in practice"> systems thinking in practice</a> </p> <a href="https://publications.waset.org/abstracts/170509/systems-thinking-in-practice-supporting-competence-and-sustainable-development-goal-implementation-capability-in-student-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16024</span> Artificial Intelligence in Vietnamese Higher Education: Benefits, Challenges and Ethics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Duong%20Van%20Thanh">Duong Van Thanh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial Intelligence (AI) has been recently a new trend in Higher Education systems globally as well as in the Vietnamese Higher Education. This study explores the benefits and challenges in applications of AI in 02 selected universities, ie. Vietnam National Universities in Hanoi Capital and the University of Economics in Ho Chi Minh City. Particularly, this paper focuses on how the ethics of Artificial Intelligence have been addressed among faculty members at these two universities. The AI ethical issues include the access and inclusion, privacy and security, transparency and accountability. AI-powered educational technology has the potential to improve access and inclusion for students with disabilities or other learning needs. However, there is a risk that AI-based systems may not be accessible to all students and may even exacerbate existing inequalities. AI applications can be opaque and difficult to understand, making it challenging to hold them accountable for their decisions and actions. It is important to consider the benefits that adopting AI-systems bring to the institutions, teaching, and learning. And it is equally important to recognize the drawbacks of using AI in education and to take the necessary steps to mitigate any negative impact. The results of this study present a critical concern in higher education in Vietnam, where AI systems may be used to make important decisions about students’ learning and academic progress. The authors of this study attempt to make some recommendation that the AI-system in higher education system is frequently checked by a human in charge to verify that everything is working as it should or if the system needs some retraining or adjustments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=vietnam" title=" vietnam"> vietnam</a> </p> <a href="https://publications.waset.org/abstracts/166947/artificial-intelligence-in-vietnamese-higher-education-benefits-challenges-and-ethics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166947.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16023</span> Special Education in the South African Context: A Bio-Ecological Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suegnet%20Smit">Suegnet Smit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior to 1994, special education in South Africa was marginalized and fragmented. Moving away from a Medical model approach to special education, the Government, after 1994, promoted an Inclusive approach, as a means to transform education in general, and special education in particular. This transformation, however, is moving at too a slow pace for learners with barriers to learning and development to benefit fully from their education. The goal of the Department of Basic Education is to minimize, remove, and prevent barriers to learning and development in the educational setting, by attending to the unique needs of the individual learner. However, the implementation of Inclusive education is problematic, and general education remains poor. This paper highlights the historical development of special education in South Africa, underpinned by a bio-ecological perspective. Problematic areas within the systemic levels of the education system are highlighted in order to indicate how the interactive processes within the systemic levels affect special needs learners on the personal dimension of the bio-ecological approach. As part of the methodology, thorough document analysis was conducted on information collected from a large body of research literature, which included academic articles, reports, policies, and policy reviews. Through a qualitative analysis, data were grouped and categorized according to the bio-ecological model systems, which revealed various successes and challenges within the education system. The challenges inhibit change, growth, and development for the child, who experience barriers to learning. From these findings, it is established that special education in South Africa has been, and still is, on a bumpy road. Sadly, the transformation process of change, envisaged by implementing Inclusive education, is still yet a dream, not fully realized. Special education seems to be stuck at what is, and the education system has not moved forward significantly enough to reach what special education should and could be. The gap that exists between a vision of Inclusive quality education for all, and the current reality, is still too wide. Problems encountered in all the education system levels, causes a funnel-effect downward to learners with special educational needs, with negative effects for the development of these learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-ecological%20perspective" title="bio-ecological perspective">bio-ecological perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20systems" title=" education systems"> education systems</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/121816/special-education-in-the-south-african-context-a-bio-ecological-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121816.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">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16022</span> Exploring Factors Affecting the Implementation of Flexible Curriculum in Information Systems Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clement%20C.%20Aladi">Clement C. Aladi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxia%20Yi"> Zhaoxia Yi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates factors influencing the implementation of flexible curricula in e-learning in Information Systems (IS) higher education. Drawing from curriculum theorists and contemporary literature, and using the Technology, Pedagogy, and Content Knowledge (TPACK) framework, it explores teacher-related challenges and their impact on curriculum flexibility implementation. By using the PLS-SEM, the study uncovers these factors and hopes to contribute to enhancing curriculum flexibility in delivering online and blended learning in IS higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20curriculum" title="flexible curriculum">flexible curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/185952/exploring-factors-affecting-the-implementation-of-flexible-curriculum-in-information-systems-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185952.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">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16021</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.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">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16020</span> Values in Higher Education: A Case Study of Higher Education Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahad%C4%B1r%20Eri%C5%9Fti">Bahadır Erişti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are the behavioral procedures of society based communication and interaction process that includes social and cultural backgrounds. The policy of learning and teaching in higher education is oriented towards constructing knowledge and skills, based on theorist framework of cognitive and psychomotor aspects. This approach makes people not to develop generosity, empathy, affection, solidarity, justice, equality and so on. But the sensorial gains of education system provide the integrity of society interaction. This situation carries out the necessity of values education’s in higher education. The current study aims to consider values education from the viewpoint of students in higher education. Within the framework of the current study, an open ended survey based scenario of higher education students was conducted with the students’ social, cognitive, affective and moral developments. In line with this purpose, the following situations of the higher education system were addressed based on the higher education students’ viewpoint: The views of higher education students’ regarding values that are tried to be gained at the higher education system; The higher education students’ suggestions regarding values education at the higher education system; The views of the higher education students’ regarding values that are imposed at the higher education system. In this study, descriptive qualitative research method was used. The study group of the research is composed of 20 higher education postgraduate students at Curriculum and Instruction Department of Educational Sciences at Anadolu University. An open-ended survey was applied for the purpose of collecting qualitative data. As a result of the study, value preferences, value judgments and value systems of the higher education students were constructed on prioritizes based on social, cultural and economic backgrounds and statues. Multi-dimensional process of value education in higher education need to be constructed on higher education-community-cultural background cooperation. Thus, the act of judgement upon values between higher education students based on the survey seems to be inherent in the system of education itself. The present study highlights the students’ value priorities and importance of values in higher education. If the purpose of the higher education system gains on values, it is possible to enable society to promote humanity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=value" title=" value"> value</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20in%20higher%20education" title=" values in higher education"> values in higher education</a> </p> <a href="https://publications.waset.org/abstracts/63489/values-in-higher-education-a-case-study-of-higher-education-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63489.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">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16019</span> Comparative Study of Traditional Classroom Learning and Distance Learning in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Afzal%20Malik">Muhammad Afzal Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditional Learning & Distance based learning are the two systems prevailing in Pakistan. These systems affect the level of education standard. The purpose of this study was to compare the traditional classroom learning and distance learning in Pakistan: (a) To explore the effectiveness of the traditional to Distance learning in Pakistan; (b) To identify the factors that affect traditional and distance learning. This review found that, on average, students in traditional classroom conditions performed better than those receiving education in and distance learning. The difference between student outcomes for traditional Classroom and distance learning classes —measured as the difference between treatment and control means, divided by the pooled standard deviation— was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. This research was conducted to highlight the impact of distance learning education system on education standard. The education standards were institutional support, course development, learning process, student support, faculty support, evaluation and assessment. A well developed questionnaire was administered and distributed among 26 faculty members of GCET, H-9 and Virtual University of Pakistan from each. Data was analyzed through correlation and regression analysis. Results confirmed that there is a significant relationship and impact of DLE system on education standards. This will also provide baseline for future research. It will add value to the existing body of knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning%20education" title="distance learning education">distance learning education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20standards" title=" education standards"> education standards</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance "> student performance </a> </p> <a href="https://publications.waset.org/abstracts/44480/comparative-study-of-traditional-classroom-learning-and-distance-learning-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16018</span> Case Study: Linking Career Education to University Education in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=japanese%20university" title=" japanese university"> japanese university</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/11627/case-study-linking-career-education-to-university-education-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16017</span> Adult Education for Transformation and Security Challenges in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asmau%20Zarma%20Gogaram">Asmau Zarma Gogaram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examines adult education and how it can be employed as a strategy for transformation and security challenges in Nigeria. It defines the meaning of adult education and its objectives.The issue of the necessity of employing adult education as a strategy for transformation and security challenges was also examined in the paper.In doing this it discussed the different types of adult education programmes, i.e.continuing education, literacy education, retirement and pre-retirement education and civic education. The paper concluded by stating that if the programmes stated are internalizes and applied they can help to raise awareness. Finally the paper proffered some recommendations one of which was that government should at all levels increase their efforts or promoting acquisition of adult education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20and%20security%20challenges" title=" transformation and security challenges"> transformation and security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20human%20development" title=" education and human development"> education and human development</a> </p> <a href="https://publications.waset.org/abstracts/23218/adult-education-for-transformation-and-security-challenges-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23218.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">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16016</span> Emerging Trends of Geographic Information Systems in Built Environment Education: A Bibliometric Review Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiara%20Lawrence">Kiara Lawrence</a>, <a href="https://publications.waset.org/abstracts/search?q=Robynne%20Hansmann"> Robynne Hansmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Clive%20Greentsone"> Clive Greentsone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Geographic Information Systems (GIS) are used to store, analyze, visualize, capture and monitor geographic data. Built environment professionals as well as urban planners specifically, need to possess GIS skills to effectively and efficiently plan spaces. GIS application extends beyond the production of map artifacts and can be applied to relate to spatially referenced, real time data to support spatial visualization, analysis, community engagement, scenarios, and so forth. Though GIS has been used in the built environment for a few decades, its use in education has not been researched enough to draw conclusions on the trends in the last 20 years. The study looks to discover current and emerging trends of GIS in built environment education. A bibliometric review analysis methodology was carried out through exporting documents from Scopus and Web of Science using keywords around "Geographic information systems" OR "GIS" AND "built environment" OR “geography” OR "architecture" OR "quantity surveying" OR "construction" OR "urban planning" OR "town planning" AND “education” between the years 1994 to 2024. A total of 564 documents were identified and exported. The data was then analyzed using VosViewer software to generate network analysis and visualization maps on the co-occurrence of keywords, co-citation of documents and countries and co-author network analysis. By analyzing each aspect of the data, deeper insight of GIS within education can be understood. Preliminary results from Scopus indicate that GIS research focusing on built environment education seems to have peaked prior to 2014 with much focus on remote sensing, demography, land use, engineering education and so forth. This invaluable data can help in understanding and implementing GIS in built environment education in ways that are foundational and innovative to ensure that students are equipped with sufficient knowledge and skills to carry out tasks in their respective fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=geography" title=" geography"> geography</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20systems" title=" geographic information systems"> geographic information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=quantity%20surveying" title=" quantity surveying"> quantity surveying</a>, <a href="https://publications.waset.org/abstracts/search?q=town%20planning" title=" town planning"> town planning</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning" title=" urban planning"> urban planning</a> </p> <a href="https://publications.waset.org/abstracts/193340/emerging-trends-of-geographic-information-systems-in-built-environment-education-a-bibliometric-review-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193340.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">15</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16015</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/abstracts/search?q=Felix%20Brito">Felix Brito</a> </p> <p class="card-text"><strong>Abstract:</strong></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 class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diffusion%20of%20innovation%20process" title="diffusion of innovation process">diffusion of innovation process</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20systems" title=" learning management systems"> learning management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20leadership%20theory" title=" transformative leadership theory"> transformative leadership theory</a> </p> <a href="https://publications.waset.org/abstracts/61023/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/abstracts/61023.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">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16014</span> Teaching 'Sustainable Architecture' to Pre-School Children by School Building for a Clean Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cimen%20Ozburak">Cimen Ozburak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pollution and the consumption of natural resources are significant global concerns. These problems have to be resolved in order to create a cleaner environment for the world. It is believed that sustainable building designs may reduce environmental problems throughout the world. It is known that if children receive environmental education in early childhood, they will be more likely to construct sustainable living systems and environment when they are older. School buildings can be used as educational material for teaching the natural and artificial environment in environmental education. In this study, the effect of school buildings on environmental education is examined by using the literature review method along with various examples. The selected examples in the study were analyzed according to 4 main criteria of LEED green building certification systems. These are the use of sustainable utilization of land, efficient utilization of water, efficient utilization of energy and efficient utilization of materials. According to the literature review, children who are educated in buildings designed according to these criteria, they will be environmentally sensitive individuals when they are older. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clean%20future" title="clean future">clean future</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sustainable%20pre-schools" title=" educational sustainable pre-schools"> educational sustainable pre-schools</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20systems" title=" sustainable systems"> sustainable systems</a> </p> <a href="https://publications.waset.org/abstracts/69944/teaching-sustainable-architecture-to-pre-school-children-by-school-building-for-a-clean-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69944.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">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16013</span> Ecological Systems Theory, the SCERTS Model, and the Autism Spectrum, Node and Nexus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Surmei">C. Surmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is a complex developmental disorder that can affect an individual’s (but is not limited to) cognitive development, emotional development, language acquisition and the capability to relate to others. Ecological Systems Theory is a sociocultural theory that focuses on environmental systems with which an individual interacts. The SCERTS Model is an educational approach and multidisciplinary framework that addresses the challenges confronted by individuals on the autism spectrum and other developmental disabilities. To aid the understanding of ASD and educational philosophies for families, educators, and the global community alike, a Comparative Analysis was undertaken to examine key variables (the child, society, education, nurture/care, relationships, communication). The results indicated that the Ecological Systems Theory and the SCERTS Model were comparable in focus, motivation, and application, attaining to a viable and notable relationship between both theories. This paper unpacks two child development philosophies and their relationship to each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20systems%20theory" title=" ecological systems theory"> ecological systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=SCERTS%20model" title=" SCERTS model"> SCERTS model</a> </p> <a href="https://publications.waset.org/abstracts/88543/ecological-systems-theory-the-scerts-model-and-the-autism-spectrum-node-and-nexus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88543.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">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16012</span> Implementation of Video Education to Improve Patient’s Knowledge of Activating Emergency Medical System for Stroke Symptoms: Evidence- Based Practice Project on Inpatient Neurology Unit in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Miller">V. Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Jariel"> T. Jariel</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cooper-Chadwick"> C. Cooper-Chadwick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early treatment of stroke leads to higher survival and lower disability rates. Increasing knowledge to activate the emergency medical system for signs of stroke can improve outcomes for patients with stroke and decrease morbidity and mortality. Even though patients who get discharged from the hospital receive standard verbal and printed education, nearly 20% of them answer the question incorrectly when asked, “What will you do if you or someone you know have signs of stroke?” The main goal of this evidence-based project was to improve patients’ knowledge of what to do if they have signs of stroke. Evidence suggests that using video education in conjunction with verbal and printed education improves patient comprehension and retention. The percentage of patients who noted that they needed to call 911 for stroke symptoms increased from 80% to 87% in six months after project implementation. The results of this project demonstrate significant improvement in patients’ knowledge about the necessity of activation of emergency medical systems for stroke symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20medical%20systems%20activation" title="emergency medical systems activation">emergency medical systems activation</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice%20nursing" title=" evidence-based practice nursing"> evidence-based practice nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke%20education" title=" stroke education"> stroke education</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20education" title=" video education"> video education</a> </p> <a href="https://publications.waset.org/abstracts/169235/implementation-of-video-education-to-improve-patients-knowledge-of-activating-emergency-medical-system-for-stroke-symptoms-evidence-based-practice-project-on-inpatient-neurology-unit-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169235.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">67</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20systems&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20systems&page=3">3</a></li> 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