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resources</title> <meta name="description" content="Search results for: learning resources"> <meta name="keywords" content="learning resources"> <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="learning resources"> <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> 11810</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning resources</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11810</span> Utilization of Learning Resources in Enhancing the Teaching of Science and Technology Courses in Post Primary Institutions in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isah%20Mohammed%20Patizhiko">Isah Mohammed Patizhiko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed at discussing the important role learning resources play in enhancing the teaching and learning of science and technology courses in post primary institution in Nigeria. The paper highlighted the importance learning resources contributed to the effective understanding of the learners. The use of learning resources in the teaching of these courses will encourage teachers to be more exploratory and the learners to have more understanding. In this paper, different range of learning resources particularly common learning resources (learning resources not design primarily for education purposes) to enrich their teaching. The paper also highlighted how ordinary resource can be turned into an educational resource. Recommendations were proffered in the sourcing of learning resources ie from the market, library, institutions, museums, and dump refuse and concluded that good demonstration on the use of resources will engage the learner’s interest and will develop higher level of conceptual understanding in the learning area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enhance" title="enhance">enhance</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/70084/utilization-of-learning-resources-in-enhancing-the-teaching-of-science-and-technology-courses-in-post-primary-institutions-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70084.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">398</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">11809</span> Resources-Based Ontology Matching to Access Learning Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Elbyed">A. Elbyed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, ontologies are used for achieving a common understanding within a user community and for sharing domain knowledge. However, the de-centralized nature of the web makes indeed inevitable that small communities will use their own ontologies to describe their data and to index their own resources. Certainly, accessing to resources from various ontologies created independently is an important challenge for answering end user queries. Ontology mapping is thus required for combining ontologies. However, mapping complete ontologies at run time is a computationally expensive task. This paper proposes a system in which mappings between concepts may be generated dynamically as the concepts are encountered during user queries. In this way, the interaction itself defines the context in which small and relevant portions of ontologies are mapped. We illustrate application of the proposed system in the context of Technology Enhanced Learning (TEL) where learners need to access to learning resources covering specific concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resources%20query" title="resources query">resources query</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology%20mapping" title=" ontology mapping"> ontology mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=similarity%20measures" title=" similarity measures"> similarity measures</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/43305/resources-based-ontology-matching-to-access-learning-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43305.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">11808</span> Employing QR Code as an Effective Educational Tool for Quick Access to Sources of Kindergarten Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Abd%20El-Salam"> M. Abd El-Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title="kindergarten">kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=QR%20code" title=" QR code"> QR code</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone" title=" smart phone"> smart phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a> </p> <a href="https://publications.waset.org/abstracts/37016/employing-qr-code-as-an-effective-educational-tool-for-quick-access-to-sources-of-kindergarten-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37016.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">289</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">11807</span> Analyzing the Quality of Cloud-Based E-Learning Systems on the Perception of the Learners and the Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20W.%20C.%20Devindi">R. W. C. Devindi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Buddika%20Harshanath"> S. M. Buddika Harshanath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is a widely used technology for learning in the modern world. With the pandemic situation the popularity of using e-learning has been increased in a larger capacity. The e-learning educational systems require software resources as well as hardware usually but it is hard for most of the education institutions to afford those resources. Also with the massive user load e-learning has to broaden the server side resources as well. Therefore, in the present cloud computing was implemented in order to make the e – learning systems more efficient. The researcher has analyzed the quality of the e-learning systems on the perception of the learners and the teachers with the aid of hypothesis and has given the analyzed results and the discussion in this report. Therefore, the future research will be able to get some steps to increase the quality of the online learning systems furthermore. In the case of e-learning, quality assurance and cost effectiveness are essential. A complex quality assurance system is used in the stated project. There are no well-defined standard evaluation measures in this field. As a result, accurately assessing the e-learning system's overall quality is challenging. The researcher has done the analysis with the aid of standard methods and software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS%E2%80%93learning%20management%20system" title="LMS–learning management system">LMS–learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=SPSS%E2%80%93statistical%20package%20for%20social%20sciences%20%28software%29" title=" SPSS–statistical package for social sciences (software)"> SPSS–statistical package for social sciences (software)</a>, <a href="https://publications.waset.org/abstracts/search?q=eigen%20value" title=" eigen value"> eigen value</a>, <a href="https://publications.waset.org/abstracts/search?q=hypothesis" title=" hypothesis"> hypothesis</a> </p> <a href="https://publications.waset.org/abstracts/153644/analyzing-the-quality-of-cloud-based-e-learning-systems-on-the-perception-of-the-learners-and-the-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153644.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">107</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">11806</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Base Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are a real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. Those needs raised because most of current learning standard adopted web based learning and the e-learning systems does not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is to approach a methodology uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish for an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title="knowledge management systems">knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources "> open educational resources </a> </p> <a href="https://publications.waset.org/abstracts/27021/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-base-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11805</span> Challenges and Opportunities of Cloud-Based E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kashif%20Laeeq">Kashif Laeeq</a>, <a href="https://publications.waset.org/abstracts/search?q=Zubair%20A.%20Shaikh"> Zubair A. Shaikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paradigm of education is drastically changing from conventional to e-learning model. Due to ease of learning with various other benefits, several educational institutions are adopting the e-learning models. Some institutions are still willing to transform their educational system on to e-learning, but due to limited resources, they are still compromising on the old traditional system. The cloud computing could be one of the best solutions to overcome this problem by providing hardware, software, and infrastructure resources with cost efficient manner. The adoption of cloud computing in education will bring revolution in this paradigm. This paper introduces various positive features of e-learning and presents a way how cloud computing technology can be provisioned e-learning model. This paper also investigates the numerous challenges and opportunities that would be observed in cloud computing adoption in e-learning domain. The concept and knowledge present in this paper may create a new direction of research in the domain of cloud-based e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud-based%20e-learning" title="cloud-based e-learning">cloud-based e-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=cloud%20computing%20application" title=" cloud computing application"> cloud computing application</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20learning" title=" smart learning"> smart learning</a> </p> <a href="https://publications.waset.org/abstracts/42084/challenges-and-opportunities-of-cloud-based-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42084.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">408</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">11804</span> Collaborative and Context-Aware Learning Approach Using Mobile Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameh%20Baccari">Sameh Baccari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the rapid developments on mobile devices and wireless technologies enable new dimension capabilities for the learning domain. This dimension facilitates people daily activities and shortens the distances between individuals. When these technologies have been used in learning, a new paradigm has been emerged giving birth to mobile learning. Because of the mobility feature, m-learning courses have to be adapted dynamically to the learner’s context. The main challenge in context-aware mobile learning is to develop an approach building the best learning resources according to dynamic learning situations. In this paper, we propose a context-aware mobile learning system called Collaborative and Context-aware Mobile Learning System (CCMLS). It takes into account the requirements of Mobility, Collaboration and Context-Awareness. This system is based on the semantic modeling of the learning context and the learning content. The adaptation part of this approach is made up of adaptation rules to propose and select relevant resources, learning partners and learning activities based not only on the user’s needs, but also on its current context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=context-awareness" title=" context-awareness"> context-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20engine" title=" adaptation engine"> adaptation engine</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation%20strategy" title=" adaptation strategy"> adaptation strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20context" title=" learning context"> learning context</a> </p> <a href="https://publications.waset.org/abstracts/86589/collaborative-and-context-aware-learning-approach-using-mobile-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11803</span> Semantic Platform for Adaptive and Collaborative e-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Massra%20M.%20Sabeima">Massra M. Sabeima</a>, <a href="https://publications.waset.org/abstracts/search?q=Myriam%20lamolle"> Myriam lamolle</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamedade%20Farouk%20Nanne"> Mohamedade Farouk Nanne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adapting the learning resources of an e-learning system to the characteristics of the learners is an important aspect to consider when designing an adaptive e-learning system. However, this adaptation is not a simple process; it requires the extraction, analysis, and modeling of user information. This implies a good representation of the user's profile, which is the backbone of the adaptation process. Moreover, during the e-learning process, collaboration with similar users (same geographic province or knowledge context) is important. Productive collaboration motivates users to continue or not abandon the course and increases the assimilation of learning objects. The contribution of this work is the following: we propose an adaptive e-learning semantic platform to recommend learning resources to learners, using ontology to model the user profile and the course content, furthermore an implementation of a multi-agent system able to progressively generate the learning graph (taking into account the user's progress, and the changes that occur) for each user during the learning process, and to synchronize the users who collaborate on a learning object. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptative%20learning" title="adaptative learning">adaptative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent" title=" multi-agent"> multi-agent</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/144619/semantic-platform-for-adaptive-and-collaborative-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11802</span> Learning Object Repositories as Developmental Resources for Educational Institutions 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=Hanan%20A.%20Algamdi">Hanan A. Algamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Y.%20Alyami"> Huda Y. Alyami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning object repositories contribute to developing educational process through its advantages; as they employ technology effectively, and use it to create new resources for effective learning, as well as they provide opportunities for collaboration in content through providing the ability for editing, modifying and developing it. This supports the relationships between communities that benefit from these repositories, and reflects positively on the content quality. Therefore, this study aims at exploring the most prominent learning topics in the 21st century, which should be included in learning object repositories, and identifying the necessary set of learning skills that the repositories should develop among today students. For conducting this study, the analytical descriptive method will be employed, and study sample will include a group of leaders, experts, and specialists in curricula and e-learning at ministry of education in Kingdom of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title="learning object">learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=repositories" title=" repositories"> repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century" title=" 21st century"> 21st century</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a> </p> <a href="https://publications.waset.org/abstracts/50500/learning-object-repositories-as-developmental-resources-for-educational-institutions-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50500.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">306</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">11801</span> Instructional Design Strategy Based on Stories with Interactive Resources for Learning English in Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicario%20Marina">Vicario Marina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruiz%20Elena"> Ruiz Elena</a>, <a href="https://publications.waset.org/abstracts/search?q=Peredo%20Ruben"> Peredo Ruben</a>, <a href="https://publications.waset.org/abstracts/search?q=Bustos%20Eduardo"> Bustos Eduardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the development group of Educational Computing of the National Polytechnic (IPN) in Mexico has been developing interactive resources at preschool level in an effort to improve learning in the Child Development Centers (CENDI). This work describes both a didactic architecture and a strategy for teaching English with digital stories using interactive resources available through a Web repository designed to be used in mobile platforms. It will be accessible initially to 500 children and worldwide by the end of 2015. <p class="card-text"><strong>Keywords:</strong> <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=interactive%20resources" title=" interactive resources"> interactive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources" title=" digital educational resources"> digital educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=story%20based%20English%20teaching" title=" story based English teaching"> story based English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/29911/instructional-design-strategy-based-on-stories-with-interactive-resources-for-learning-english-in-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29911.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">472</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">11800</span> Open educational Resources' Metadata: Towards the First Star to Quality of Open Educational Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Romero-Pelaez">Audrey Romero-Pelaez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Morocho-Yunga"> Juan Carlos Morocho-Yunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing amount of open educational resources (OER) published on the web for consumption in teaching and learning environments also generates a growing need to ensure the quality of these resources. The low level of OER discovery is one of the most significant drawbacks when faced with its reuse, and as a consequence, high-quality educational resources can go unnoticed. Metadata enables the discovery of resources on the web. The purpose of this study is to lay the foundations for open educational resources to achieve their first quality star within the Quality4OER Framework. In this study, we evaluate the quality of OER metadata and establish the main guidelines on metadata quality in this context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title="open educational resources">open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=OER%20quality" title=" OER quality"> OER quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metadata" title=" quality metadata"> quality metadata</a> </p> <a href="https://publications.waset.org/abstracts/129865/open-educational-resources-metadata-towards-the-first-star-to-quality-of-open-educational-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11799</span> In the Spirit of Open Educational Resources: Library Resources and Fashion Merchandising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizhu%20Y.%20Davis">Lizhu Y. Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gretchen%20Higginbottom"> Gretchen Higginbottom</a>, <a href="https://publications.waset.org/abstracts/search?q=Vang%20Vang"> Vang Vang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation explores the adoption of library resources to engage students in a Visual Merchandising course during the 2016 spring semester. This study was a cross-disciplinary collaboration between the Fashion Merchandising Program and the Madden Library at California State University, Fresno. The goal of the project was to explore and assess the students’ use of library resources as a part of the Affordable Learning Solutions Initiative, a California State University (CSU) Office of the Chancellor Program that enables faculty to choose and provide high-quality, free or low-cost educational materials for their students. Students were interviewed afterwards and the results were generally favorable and provided insight into how students perceive and use library resources to support their research needs. This study reveals an important step in examining how open educational resources impact student learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20resources" title=" library resources"> library resources</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20merchandising" title=" visual merchandising"> visual merchandising</a> </p> <a href="https://publications.waset.org/abstracts/54415/in-the-spirit-of-open-educational-resources-library-resources-and-fashion-merchandising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54415.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">313</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">11798</span> Guidelines for the Development of Community Classroom for Research and Academic Services in Ranong Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jenjira%20Chinnawong">Jenjira Chinnawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Phusit%20Phukamchanoad"> Phusit Phukamchanoad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to explore the guidelines for the development of community classroom for research and academic services in Ranong province. By interviewing leaders involved in the development of learning resources, research, and community services, it was found that the leaders' perceptions in the development of learning resources, research, and community services in Ranong, was at the highest level. They perceived at every step on policies of community classroom implementation, research, and community services in Ranong. Leaders' perceptions were at the moderate level in terms of analysis of problems related to procedures of community classroom management, research and community services in Ranong especially in the planning and implementation of the examination, improvement, and development of learning sources to be in good condition and ready to serve the visitors. Their participation in the development of community classroom, research, and community services in Ranong was at a high level, particularly in the participation in monitoring and evaluation of the development of learning resources as well as in reporting on the result of the development of learning resources. The most important thing in the development of community classroom, research and community services in Ranong is the necessity to integrate the three principles of knowledge building in teaching, research and academic services in order to create the identity of the local and community classroom for those who are interested to visit to learn more about the useful knowledge. As a result, community classroom, research, and community services were well-known both inside and outside the university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20classroom" title="community classroom">community classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a> </p> <a href="https://publications.waset.org/abstracts/121865/guidelines-for-the-development-of-community-classroom-for-research-and-academic-services-in-ranong-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121865.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">158</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">11797</span> E-learning resources for radiology training: Is an ideal program available?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Fang">Eric Fang</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Chen"> Robert Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghim%20Song%20Chia"> Ghim Song Chia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bien%20Soo%20Tan"> Bien Soo Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective and Rationale: Training of radiology residents hinges on practical, on-the-job training in all facets and modalities of diagnostic radiology. Although residency is structured to be comprehensive, clinical exposure depends on the case mix available locally and during the posting period. To supplement clinical training, there are several e-learning resources available to allow for greater exposure to radiological cases. The objective of this study was to survey residents and faculty on the usefulness of these e-learning resources. Methods: E-learning resources were shortlisted with input from radiology residents, Google search and online discussion groups, and screened by their purported focus. Twelve e-learning resources were found to meet the criteria. Both radiology residents and experienced radiology faculty were then surveyed electronically. The e-survey asked for ratings on breadth, depth, testing capability and user-friendliness for each resource, as well as for rankings for the top 3 resources. Statistical analysis was performed using SAS 9.4. Results: Seventeen residents and fifteen faculties completed an e-survey. Mean response rate was 54% ± 8% (Range: 14- 96%). Ratings and rankings were statistically identical between residents and faculty. On a 5-point rating scale, breadth was 3.68 ± 0.18, depth was 3.95 ± 0.14, testing capability was 2.64 ± 0.16 and user-friendliness was 3.39 ± 0.13. Top-ranked resources were STATdx (first), Radiopaedia (second) and Radiology Assistant (third). 9% of responders singled out R-ITI as potentially good but ‘prohibitively costly’. Statistically significant predictive factors for higher rankings are familiarity with the resource (p = 0.001) and user-friendliness (p = 0.006). Conclusion: A good e-learning system will complement on-the-job training with a broad case base, deep discussion and quality trainee evaluation. Based on our study on twelve e-learning resources, no single program fulfilled all requirements. The perception and use of radiology e-learning resources depended more on familiarity and user-friendliness than on content differences and testing capability. <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=medicine" title=" medicine"> medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology" title=" radiology"> radiology</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/38172/e-learning-resources-for-radiology-training-is-an-ideal-program-available" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11796</span> Factors Affecting Students' Attitude to Adapt E-Learning: A Case from Iran How to Develop Virtual Universities in Iran: Using Technology Acceptance Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Keivanifard">Fatemeh Keivanifard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. This paper examines factors that predict students' attitudes to adapt e-learning at the Khuzestan province Iran. Understanding the nature of these factors may assist these universities in promoting the use of information and communication technology in teaching and learning. The main focus of the paper is on the university students, whose decision supports effective implementation of e-learning. Data was collected through a survey of 300 post graduate students at the University of dezful, shooshtar and chamran in Khuzestan. The technology adoption model put forward by Davis is utilized in this study. Two more independent variables are added to the original model, namely, the pressure to act and resources availability. The results show that there are five factors that can be used in modeling students' attitudes to adapt e-learning. These factors are intention toward e-learning, perceived usefulness of e-learning, perceived ease of e-learning use, pressure to use e-learning, and the availability of resources needed to use e-learning. <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=intention" title=" intention"> intention</a>, <a href="https://publications.waset.org/abstracts/search?q=ease%20of%20use" title=" ease of use"> ease of use</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20to%20use" title=" pressure to use"> pressure to use</a>, <a href="https://publications.waset.org/abstracts/search?q=usefulness" title=" usefulness"> usefulness</a> </p> <a href="https://publications.waset.org/abstracts/35056/factors-affecting-students-attitude-to-adapt-e-learning-a-case-from-iran-how-to-develop-virtual-universities-in-iran-using-technology-acceptance-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35056.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">11795</span> Evolving Knowledge Extraction from Online Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhibo%20Xiao">Zhibo Xiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Tharini%20Nayanika%20de%20Silva"> Tharini Nayanika de Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Kezhi%20Mao"> Kezhi Mao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present an evolving knowledge extraction system named AKEOS (Automatic Knowledge Extraction from Online Sources). AKEOS consists of two modules, including a one-time learning module and an evolving learning module. The one-time learning module takes in user input query, and automatically harvests knowledge from online unstructured resources in an unsupervised way. The output of the one-time learning is a structured vector representing the harvested knowledge. The evolving learning module automatically schedules and performs repeated one-time learning to extract the newest information and track the development of an event. In addition, the evolving learning module summarizes the knowledge learned at different time points to produce a final knowledge vector about the event. With the evolving learning, we are able to visualize the key information of the event, discover the trends, and track the development of an event. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evolving%20learning" title="evolving learning">evolving learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20extraction" title=" knowledge extraction"> knowledge extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20graph" title=" knowledge graph"> knowledge graph</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/61571/evolving-knowledge-extraction-from-online-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61571.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">458</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">11794</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.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">264</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">11793</span> An Integrated Architecture of E-Learning System to Digitize the Learning Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Touhidul%20Islam%20Sarker">M. Touhidul Islam Sarker</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammod%20Abul%20Kashem"> Mohammod Abul Kashem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to improve the e-learning system and digitize the learning method in the educational sector. The learner will login into e-learning platform and easily access the digital content, the content can be downloaded and take an assessment for evaluation. Learner can get access to these digital resources by using tablet, computer, and smart phone also. E-learning system can be defined as teaching and learning with the help of multimedia technologies and the internet by access to digital content. E-learning replacing the traditional education system through information and communication technology-based learning. This paper has designed and implemented integrated e-learning system architecture with University Management System. Moodle (Modular Object-Oriented Dynamic Learning Environment) is the best e-learning system, but the problem of Moodle has no school or university management system. In this research, we have not considered the school’s student because they are out of internet facilities. That’s why we considered the university students because they have the internet access and used technologies. The University Management System has different types of activities such as student registration, account management, teacher information, semester registration, staff information, etc. If we integrated these types of activity or module with Moodle, then we can overcome the problem of Moodle, and it will enhance the e-learning system architecture which makes effective use of technology. This architecture will give the learner to easily access the resources of e-learning platform anytime or anywhere which digitizes the learning method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=database" title="database">database</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=LMS" title=" LMS"> LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/84210/an-integrated-architecture-of-e-learning-system-to-digitize-the-learning-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84210.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">188</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">11792</span> Students’ Perception of E-Learning Systems at Hashemite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities’ use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, this project aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This project critically evaluated the students’ perception of the e-learning system and recommended changes to improve students’ e-learning usage, through conducting questionnaire given to the students that have experience with e-learning systems. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. They seemed to value the resources tool and its contribution to building their knowledge more than other e-learning tools. However, they seemed to perceive a limited value from the audio or video podcasts. This study has shown that technology acceptance is the most variable, factor that contributes to students’ perception and satisfaction of the e-learning system. <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=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/15384/students-perception-of-e-learning-systems-at-hashemite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15384.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">489</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">11791</span> Language Development and Learning about Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20V.%20Lee">Karen V. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The background and significance of this study involves research about a music teacher discovering how language development and learning can help her overcome harmful and lasting consequences from sexual violence. Education about intervention resources from language development that helps her cope with consequences influencing her career as teacher. Basic methodology involves the qualitative method of research as theoretical framework where the author is drawn into a deep storied reflection about political issues surrounding teachers who need to overcome social, psychological, and health risk behaviors from violence. Sub-themes involve available education from learning resources to ensure teachers receive social, emotional, physical, spiritual, and intervention resources that evoke visceral, emotional responses from the audience. Major findings share how language development and learning provide helpful resources to victims of violence. It is hoped the research dramatizes an episodic yet incomplete story that highlights the circumstances surrounding the protagonist’s life. In conclusion, the research has a reflexive storied framework that embraces harmful and lasting consequences from sexual violence. The reflexive story of the sensory experience critically seeks verisimilitude by evoking lifelike and believable feelings from others. Thus, the scholarly importance of using language development and learning for intervention resources can provide transformative aspects that contribute to social change. Overall, the circumstance surrounding the story about sexual violence is not uncommon in society. Language development and learning supports the moral mission to help teachers overcome sexual violence that socially impacts their professional lives as victims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development%20and%20learning" title=" language development and learning"> language development and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title=" sexual violence"> sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=story" title=" story"> story</a> </p> <a href="https://publications.waset.org/abstracts/42188/language-development-and-learning-about-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42188.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">331</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">11790</span> A Semantic E-Learning and E-Assessment System of Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wiem%20Ben%20Khalifa">Wiem Ben Khalifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Souilem"> Dalila Souilem</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evolutions of Social Web and Semantic Web lead us to ask ourselves about the way of supporting the personalization of learning by means of intelligent filtering of educational resources published in the digital networks. We recommend personalized courses of learning articulated around a first educational course defined upstream. Resuming the context and the stakes in the personalization, we also suggest anchoring the personalization of learning in a community of interest within a group of learners enrolled in the same training. This reflection is supported by the display of an active and semantic system of learning dedicated to the constitution of personalized to measure courses and in the due time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Semantic%20Web" title="Semantic Web">Semantic Web</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20system" title=" semantic system"> semantic system</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/72932/a-semantic-e-learning-and-e-assessment-system-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72932.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">334</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">11789</span> Learning Object Interface Adapted to the Learner's Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zenaide%20Carvalho%20da%20Silva">Zenaide Carvalho da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Leandro%20Rodrigues%20Ferreira"> Leandro Rodrigues Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrey%20Ricardo%20Pimentel"> Andrey Ricardo Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=interface" title=" interface"> interface</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a> </p> <a href="https://publications.waset.org/abstracts/67882/learning-object-interface-adapted-to-the-learners-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67882.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">11788</span> Effectiveness of Blended Learning in Public School During Covid-19: A Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Taj">Sumaira Taj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning is emerged as a prerequisite approach for teaching in all schools after the outbreak of the COVID-19 pandemic. However, how much public elementary and secondary schools in Pakistan are ready for adapting this approach and what should be done to prepare schools and students for blended learning are the questions that this paper attempts to answer. Mixed-method research methodology was used to collect data from 40 teachers, 500 students, and 10 mothers. Descriptive statistics was used to analyze quantitative data. As for as readiness is concerned, schools lack resources for blended/ virtual/ online classes from infra-structure to skills, parents’ literacy level hindered students’ learning process and teachers’ skills presented challenges in a smooth and swift shift of the schools from face-to-face learning to blended learning. It is recommended to establish a conducive environment in schools by providing all required resources and skills. Special trainings should be organized for low literacy level parents. Multiple ways should be adopted to benefit all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges%20in%20online%20classes" title=" challenges in online classes"> challenges in online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20in%20covid-19" title=" education in covid-19"> education in covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20schools%20in%20pakistan" title=" public schools in pakistan"> public schools in pakistan</a> </p> <a href="https://publications.waset.org/abstracts/143578/effectiveness-of-blended-learning-in-public-school-during-covid-19-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143578.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">166</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">11787</span> Interrogating Student-Teachers’ Transformative Learning Role, Resources and Journey Considering Pedagogical Reform in Teacher Education Continuums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nji%20Clement%20Bang">Nji Clement Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosemary%20Shafack%20M."> Rosemary Shafack M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kum%20Henry%20Asei"> Kum Henry Asei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaro%20Loveline%20Y"> Yaro Loveline Y</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scholars perceive learner-centered teaching-learning reform as roles and resources in teacher education (TE) and professional outcome with transformative learning (TL) continuum dimensions. But, teaching-learning reform is fast proliferating amidst debilitating stakeholder systemic dichotomies, resources, commitment, resistance and poor quality outcome that necessitate stronger TE and professional continuums. Scholars keep seeking greater understanding of themes in teaching-learning reform, TE and professional outcome as continuums and how policymakers, student-teachers, teacher trainers and local communities concerned with initial TE can promote continuous holistic quality performance. To sustain the debate continuum and answer the overarching question, we use mixed-methods research-design with diverse literature and 409 sample-data. Onset text, interview and questionnaire analyses reveal debilitating teaching-learning reform in TE continuums that need TL revival. Follow-up focus group discussion and teaching considering TL insights reinforce holistic teaching-learning in TE. Therefore, significant increase in diverse prior-experience articulation1; critical reflection-discourse engagement2; teaching-practice interaction3; complex-activity constrain control4 and formative outcome- reintegration5 reinforce teaching-learning in learning-to-teach role-resource pathways and outcomes. Themes reiterate complex teaching-learning in TE programs that suits TL journeys and student-teachers and students cum teachers, workers/citizens become akin, transformative-learners who evolve personal and collective roles-resources towards holistic-lifelong-learning outcomes. The article could assist debate about quality teaching-learning reform through TL dimensions as TE and professional role-resource continuums. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning%20perspectives" title="transformative learning perspectives">transformative learning perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title=" initial teacher education"> initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20pedagogical%20reform" title=" learner-centered pedagogical reform"> learner-centered pedagogical reform</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning" title=" life-long learning"> life-long learning</a> </p> <a href="https://publications.waset.org/abstracts/166863/interrogating-student-teachers-transformative-learning-role-resources-and-journey-considering-pedagogical-reform-in-teacher-education-continuums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166863.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">76</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">11786</span> Attitude Towards E-Learning: A Case of University Teachers and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhamamd%20Shahid%20Farooq">Muhamamd Shahid Farooq</a>, <a href="https://publications.waset.org/abstracts/search?q=Maazan%20Zafar"> Maazan Zafar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizawana%20Akhtar"> Rizawana Akhtar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning technologies are the blessings of advancements in science and technology. These facilitate the learners to get information at any place and any time by improving their self-confidence, self-efficacy and effectiveness in teaching learning process. E-learning provides an individualized learning experience for learners and remove barriers faced by students during new and creative ways of gaining information. It provides a wide range of facilities to enable the teachers and students for effective and purposeful learning. This study was conducted to explore the attitudes of university students and teachers towards e-learning working in a metropolitan university of Pakistan. The personal, institutional and technological characteristics of the teachers and students of higher education institution effect the adoption of e-learning. For this descriptive study 449 students and 35 university teachers were surveyed by using a Likert scale type questionnaire consisting of 52 statements relating to six factors "perceived usefulness, intention to adopt e-learning, ease of e-learning use, availability resources, e-learning stressors, and pressure to use e-learning". Data were analyzed by making comparisons on the basis of different demographic factors. The findings of the study show that both type of respondents have positive attitude towards e-learning. However, the male and female respondents differ in their opinion for e-learning implementation. <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=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=e-sources%20of%20learning" title=" e-sources of learning"> e-sources of learning</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a> </p> <a href="https://publications.waset.org/abstracts/14348/attitude-towards-e-learning-a-case-of-university-teachers-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14348.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">527</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">11785</span> Open Education Resources a Gateway for Accessing Hospitality and Tourism Learning Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isiya%20Shinkafi%20Salihu">Isiya Shinkafi Salihu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Open education resources (OER) are open learning materials in different formats, course content and context to support learning globally. This study investigated the level of awareness of Hospitality and Tourism OER among students in the Department of Tourism and Hotel Management in a University. Specifically, it investigated students’ awareness, use and accessibility of OER in learning. The research design method used was the quantitative approach, using an online questionnaire. The thesis research shows that respondents frequently use OER but with little knowledge of the content and context of the material. Most of the respondents’ have little knowledge about the concept even though they use it. Information and communication technologies are tools for information gathering, social networking and knowledge sharing and transfer. OER are open education materials accessible online such as curriculum, maps, course materials, and videos that users create, adapt, reuse for learning and research. Few of the respondents that used OER in learning faced some challenges such as high cost of data, poor connectivity and lack of proper guidance. The results suggest a lack of awareness of OER among students in the faculty of tourism and the need for support from the teachers in the utilization of OER. The thesis also reveals that some of the international students are accessing the internet as beginners in their studies which require guidance. The research, however, recommends that further studies should be conducted to other faculties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20commons" title="creative commons">creative commons</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20education%20resources" title=" open education resources"> open education resources</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20licenses" title=" open licenses"> open licenses</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a> </p> <a href="https://publications.waset.org/abstracts/135241/open-education-resources-a-gateway-for-accessing-hospitality-and-tourism-learning-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135241.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">177</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">11784</span> Design Off-Campus Interactive Cloud-Based Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osamah%20Al%20Qadoori">Osamah Al Qadoori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using cloud computing in educational sectors grow rapidly in UAE. Initially, within Cloud-Learning Environment Students whenever and wherever can remotely join the online-classroom, on the other hand, Cloud-Based Learning is greatly decreasing the infrastructure and the maintenance cost. Nowadays in many schools (K-12), institutes, colleges as well as universities in UAE Cloud-Based Teaching and Learning environments gain a higher demand and concern. Many students don’t use the available online-educational resources effectively. The challenging question is to which extend these educational resources which are installed in the cloud environment are valuable and constructive? In this paper the researcher is seeking to design an expert agent prototype where the huge information being accommodated inside the cloud environment will go through expert filtration before going to be utilized by other clients (students). To achieve this goal, the focus of the present research would be on two different directions the educational human expertise and the automated-educational expert systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud-learning%20environment" title=" cloud-learning environment"> cloud-learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=online-classroom" title=" online-classroom"> online-classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20educational%20human%20expertise" title=" the educational human expertise"> the educational human expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20automated-educational%20expert%20systems" title=" the automated-educational expert systems"> the automated-educational expert systems</a> </p> <a href="https://publications.waset.org/abstracts/22439/design-off-campus-interactive-cloud-based-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22439.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">540</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">11783</span> Innovative Approaches to Water Resources Management: Addressing Challenges through Machine Learning and Remote Sensing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelrahman%20Elsehsah">Abdelrahman Elsehsah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelazim%20Negm"> Abdelazim Negm</a>, <a href="https://publications.waset.org/abstracts/search?q=Eid%20Ashour"> Eid Ashour</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elsahabi"> Mohamed Elsahabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Water resources management is a critical field that encompasses the planning, development, conservation, and allocation of water resources to meet societal needs while ensuring environmental sustainability. This paper reviews the key concepts and challenges in water resources management, emphasizing the significance of a holistic approach that integrates social, economic, and environmental factors. Traditional water management practices, characterized by supply-oriented strategies and centralized control, are increasingly inadequate in addressing contemporary challenges such as water scarcity, climate change impacts, and ecosystem degradation. Emerging technologies, particularly machine learning and remote sensing, offer innovative solutions to enhance decision-making processes in water management. Machine learning algorithms facilitate accurate water demand forecasting, quality monitoring, and leak detection, while remote sensing technologies provide vital data for assessing water availability and quality. This review highlights the need for integrated water management strategies that leverage these technologies to promote sustainable practices and foster resilience in water systems. Future research should focus on improving data quality, accessibility, and the integration of diverse datasets to optimize the benefits of these technological advancements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=water%20resources%20management" title="water resources management">water resources management</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20scarcity" title=" water scarcity"> water scarcity</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20sensing" title=" remote sensing"> remote sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality" title=" water quality"> water quality</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20governance" title=" water governance"> water governance</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20practices" title=" sustainable practices"> sustainable practices</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem%20management" title=" ecosystem management"> ecosystem management</a> </p> <a href="https://publications.waset.org/abstracts/194875/innovative-approaches-to-water-resources-management-addressing-challenges-through-machine-learning-and-remote-sensing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194875.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">6</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">11782</span> Interactive Teaching and Learning Resources for Bilingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarolta%20Lip%C3%B3czi">Sarolta Lipóczi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ildik%C3%B3%20Szab%C3%B3"> Ildikó Szabó</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of ICT in European Schools has increased over the last decade but there is still room for improvement. Also interactive technology is often used below its technical and pedagogical potentials. The pedagogical potential of interactive technology in classrooms has not yet reached classrooms in different countries and in a substantial way. To develop these materials cooperation between educational researchers and teachers from different backgrounds is necessary. INTACT project brings together experts from science education, mathematics education, social science education and foreign language education – with a focus on bilingual education – and teachers in secondary and primary schools to develop a variety of pedagogically qualitative interactive teaching and learning resources. Because of the backgrounds of the consortium members INTACT project focuses on the areas of science, mathematics and social sciences. To combine these two features (science/math and foreign language) the project focuses on bilingual education. A big issue supported by ‘interactiveness’ is social and collaborative learning. The easy way to communicate and collaborate offered by web 2.0 tools, mobile devices connected to the learning material allows students to work and learn together. There will be a wide range of possibilities for school co-operations at regional, national and also international level that allows students to communicate and cooperate with other students beyond the classroom boarders while using these interactive teaching materials. Opening up the learning scenario enhance the social, civic and cultural competences of the students by advocating their social skills and improving their cultural appreciation for other nations in Europe. To enable teachers to use the materials in indented ways descriptions of successful learning scenarios (i.e. using design patterns) will be provided as well. These materials and description will be made available to teachers by teacher trainings, teacher journals, booklets and online materials. The resources can also be used in different settings including the use of a projector and a touchpad or other technical interactive devices for the input i.e. mobile phones. Kecskemét College as a partner of INTACT project has developed two teaching and learning resources in the area of foreign language teaching. This article introduces these resources as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20educational%20settings" title="bilingual educational settings">bilingual educational settings</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching%20and%20learning%20resources" title=" interactive teaching and learning resources"> interactive teaching and learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20across%20culture" title=" work across culture"> work across culture</a> </p> <a href="https://publications.waset.org/abstracts/31041/interactive-teaching-and-learning-resources-for-bilingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31041.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">395</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">11781</span> E-Learning in Primary Science: Teachers versus Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Winnie%20Wing%20Mui%20So">Winnie Wing Mui So</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Chen"> Yu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated primary school teachers’ and students’ perceptions of science learning in an e-learning environment. This study used a multiple case study design and involved eight science teachers and their students from four Hong Kong primary schools. The science topics taught included ‘season and weather’ ‘force and movement’, ‘solar and lunar eclipse’ and ‘living things and habitats’. Data were collected through lesson observations, interviews with teachers, and interviews with students. Results revealed some differences between the teachers’ and the students’ perceptions regarding the usefulness of e-learning resources, the organization of student-centred activities, and the impact on engagement and interactions in lessons. The findings have implications for the more effective creation of e-learning environments for science teaching and learning in primary schools. <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=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27%20and%20students%27%20perceptions" title=" teacher' and students' perceptions"> teacher' and students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools" title=" primary schools"> primary schools</a> </p> <a href="https://publications.waset.org/abstracts/87105/e-learning-in-primary-science-teachers-versus-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87105.pdf" target="_blank" class="btn 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