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learning</title> <meta name="description" content="Search results for: global learning"> <meta name="keywords" content="global learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science 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="global learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 12022</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: global learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12022</span> Global Learning Supports Global Readiness with Projects with Purpose</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brian%20Bilich">Brian Bilich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A typical global learning program is a two-week project based, culturally immersive and academically relevant experience built around a project with purpose and catered to student and business groups. Global Learning in Continuing Education at Austin Community College promotes global readiness through projects with purpose with special attention given to balancing learning, hospitality and travel. A recent project involved CommunityFirst! Village; a 51-acre planned community which provides affordable, permanent housing for men and women coming out of chronic homelessness. Global Learning students collaborated with residents and staff at the Community First! Village on a project to produce two-dimensional remodeling plans of residents’ tiny homes with a focus on but not limited to design improvements on elements related to accessibility, increased usability of living and storage space and esthetic upgrades to boost psychological and emotional appeal. The goal of project-based learning in the context of global learning in Continuing Educaiton at Austin Community Collegen general is two fold. One, in rapid fashion we develop a project which gives the learner a hands-on opportunity to exercise soft and technical skills, like creativity and communication and analytical thinking. Two, by basing projects on global social conflict issues, the project of purpose promotes the development of empathy for other people and fosters a sense of corporate social responsibility in future generations of business leadership. In the example provide above the project informed the student group on the topic of chronic homelessness and promoted awareness and empathy for this underserved segment of the community. Project-based global learning based on projects with purpose has the potential to cultivate global readiness by developing empathy and strengthening emotional intelligence for future generations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title="project-based learning">project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20learning" title=" global learning"> global learning</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20readiness" title=" global readiness"> global readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20exchange" title=" international exchange"> international exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/175797/global-learning-supports-global-readiness-with-projects-with-purpose" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175797.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">12021</span> Social Collaborative Learning Model Based on Proactive Involvement to Promote the Global Merit Principle in Cultivating Youths' Morality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wera%20Supa">Wera Supa</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on the designing of the social collaborative learning model based on proactive involvement to Promote the global merit principle in cultivating youths’ morality. The research procedures into two phases, the first phase is to design the social collaborative learning model based on proactive involvement to promote the global merit principle in cultivating youths’ morality, and the second is to evaluate the social collaborative learning model based on proactive involvement. The sample group in this study consists of 15 experts who are dominant in proactive participation, moral merit principle and youths’ morality cultivation from executive level, lecturers and the professionals in information and communication technology expertise selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. This study has explored that there are four significant factors in promoting the hands-on collaboration of global merit scheme in order to implant virtues to adolescences which are: 1) information and communication Technology Usage; 2) proactive involvement; 3) morality cultivation policy, and 4) global merit principle. The experts agree that the social collaborative learning model based on proactive involvement is highly appropriate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20collaborative%20learning" title="social collaborative learning">social collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive%20involvement" title=" proactive involvement"> proactive involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20merit%20principle" title=" global merit principle"> global merit principle</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a> </p> <a href="https://publications.waset.org/abstracts/30645/social-collaborative-learning-model-based-on-proactive-involvement-to-promote-the-global-merit-principle-in-cultivating-youths-morality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30645.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">388</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">12020</span> Beyond Learning Classrooms: An Undergraduate Experience at Instituto Politecnico Nacional Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Sandoval%20Lezama">Jorge Sandoval Lezama</a>, <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Ivan%20Sandoval%20Rodriguez"> Arturo Ivan Sandoval Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Arturo%20Correa%20Arredondo"> Jose Arturo Correa Arredondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work aims to share innovative educational experiences at IPN Mexico, that involve collaborative learning at institutional and global level through course competition and global collaboration projects. Students from universities in China, USA, South Korea, Canada and Mexico collaborate to design electric vehicles to solve global urban mobility problems. The participation of IPN students in the 2015-2016 global competition (São Paolo, Brazil and Cincinnati, USA) Reconfigurable Shared-Use Mobility Systems allowed to apply pedagogical strategies of groups of collaboration and of learning based on projects where they shared activities, commitments and goals, demonstrating that students were motivated to develop / self-generate their knowledge with greater meaning and understanding. One of the most evident achievements is that the students are self-managed, so the most advanced students train the students who join the project with CAD, CAE, CAM tools. Likewise, the motivation achieved is evident since in 2014 there were 12 students involved in the project, and there are currently more than 70 students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration%20projects" title="collaboration projects">collaboration projects</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20competency" title=" global competency"> global competency</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20competition" title=" course competition"> course competition</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/70480/beyond-learning-classrooms-an-undergraduate-experience-at-instituto-politecnico-nacional-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70480.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">275</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">12019</span> A System Dynamics Approach to Technological Learning Impact for Cost Estimation of Solar Photovoltaics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rong%20Wang">Rong Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Hasanefendic"> Sandra Hasanefendic</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20von%20Hauff"> Elizabeth von Hauff</a>, <a href="https://publications.waset.org/abstracts/search?q=Bart%20Bossink"> Bart Bossink</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological learning and learning curve models have been continuously used to estimate the photovoltaics (PV) cost development over time for the climate mitigation targets. They can integrate a number of technological learning sources which influence the learning process. Yet the accuracy and realistic predictions for cost estimations of PV development are still difficult to achieve. This paper develops four hypothetical-alternative learning curve models by proposing different combinations of technological learning sources, including both local and global technology experience and the knowledge stock. This paper specifically focuses on the non-linear relationship between the costs and technological learning source and their dynamic interaction and uses the system dynamics approach to predict a more accurate PV cost estimation for future development. As the case study, the data from China is gathered and drawn to illustrate that the learning curve model that incorporates both the global and local experience is more accurate and realistic than the other three models for PV cost estimation. Further, absorbing and integrating the global experience into the local industry has a positive impact on PV cost reduction. Although the learning curve model incorporating knowledge stock is not realistic for current PV cost deployment in China, it still plays an effective positive role in future PV cost reduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title="photovoltaic">photovoltaic</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20dynamics" title=" system dynamics"> system dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20learning" title=" technological learning"> technological learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20curve" title=" learning curve"> learning curve</a> </p> <a href="https://publications.waset.org/abstracts/168940/a-system-dynamics-approach-to-technological-learning-impact-for-cost-estimation-of-solar-photovoltaics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168940.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">96</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">12018</span> Vocational Education: A Synergy for Skills Acquisition and Global Learning in Colleges of Education in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raimi">Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kehinde%20Olawuyi"> Kehinde Olawuyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Omoare%20Ayodeji%20Motunrayo"> Omoare Ayodeji Motunrayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last two decades, there has been rising youth unemployment, restiveness, and social vices in Nigeria. The relevance of Vocational Education for skills acquisition, global learning, and national development to address these problems cannot be underestimated. Thus, the need to economically empower Nigerian youths to be able to develop the nation and meet up in the ever-changing global learning and economy led to the assessment of Vocational Education as Synergy for the Skills Acquisition and Global Learning in Ogun State, Nigeria. One hundred and twenty out of 1,500 students were randomly selected for this study. Data were obtained through a questionnaire and were analyzed with descriptive statistics and Chi-square. The results of the study showed that 59.2% of the respondents were between 20 – 24 years of age, 60.8% were male, and 65.8% had a keen interest in Vocational Education. Also, 90% of the respondents acquired skills in extension/advisory, 78.3% acquired skills in poultry production, and 69.1% acquired skills in fisheries/aquaculture. The major constraints to Vocational Education are inadequate resource personnel (χ² = 10.25, p = 0.02), inadequate training facilities (x̅ = 2.46) and unstable power supply (x̅ = 2.38). Results of Chi-square showed significance association between constraints and Skills Acquisition (χ² = 12.54, p = 0.00) at p < 0.05 level of significance. It was established that Vocational Education significantly contributed to students’ skills acquisition and global learning. This study, therefore, recommends that inadequate personnel should be looked into by the school authority in order not to over-stretch the available staff of the institution while the provision of alternative stable power supply (solar power) is also essential for effective teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20acquisition" title=" skills acquisition"> skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20learning" title=" global learning"> global learning</a> </p> <a href="https://publications.waset.org/abstracts/113434/vocational-education-a-synergy-for-skills-acquisition-and-global-learning-in-colleges-of-education-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113434.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">128</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">12017</span> A Global Organizational Theory for the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Troy%20A.%20Tyre">Troy A. Tyre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizational behavior and organizational change are elements of the ever-changing global business environment. Leadership and organizational behavior are 21st century disciplines. Network marketing organizations need to understand the ever-changing nature of global business and be ready and willing to adapt to the environment. Network marketing organizations have a challenge keeping up with a rapid escalation in global growth. Network marketing growth has been steady and global. Network marketing organizations have been slow to develop a 21st century global strategy to manage the rapid escalation of growth degrading organizational behavior, job satisfaction, increasing attrition, and degrading customer service. Development of an organizational behavior and leadership theory for the 21st century to help network marketing develops a global business strategy to manage the rapid escalation in growth that affects organizational behavior. Managing growth means organizational leadership must develop and adapt to the organizational environment. Growth comes with an open mind and one’s departure from the comfort zone. Leadership growth operates in the tacit dimension. Systems thinking and adaptation of mental models can help shift organizational behavior. Shifting the organizational behavior requires organizational learning. Organizational learning occurs through single-loop, double-loop, and triple-loop learning. Triple-loop learning is the most difficult, but the most rewarding. Tools such as theory U can aid in developing a landscape for organizational behavioral development. Additionally, awareness to espoused and portrayed actions is imperatives. Theories of motivation, cross-cultural diversity, and communications are instrumental in founding an organizational behavior suited for the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global" title="global">global</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20marketing" title=" network marketing"> network marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20behavior" title=" organizational behavior"> organizational behavior</a> </p> <a href="https://publications.waset.org/abstracts/23480/a-global-organizational-theory-for-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23480.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">554</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">12016</span> Global Service-Learning: Lessons Learned from Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Lin">Miranda Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project examined the impact of a globally focused service-learning project implemented in a multicultural education course in a Midwestern university. This project facilitated critical self-reflection and build cross-cultural competence while nurturing a partnership with two schools that serve students with disabilities in Vietnam. Through a service-learning project, pre-service teachers connected via Skype with the principals/teachers at schools in Vietnam to identify and subsequently develop needed instructional materials for students with mild, moderate, and severe disabilities. Qualitative data sources include students’ intercultural competence self-reflection survey (pre-test and post-test), reflections, discussions, service project, and lesson plans. Literature Review- Global service-learning is a teaching strategy that encompasses service experiences both in the local community and abroad. Drawing on elements of global learning and international service-learning, global service-learning experiences are guided by a framework that is designed to support global learning outcomes and involve direct engagement with difference. By engaging in real-world challenges, global service-learning experiences can support the achievement of learning outcomes such as civic. Knowledge and intercultural knowledge and competence. Intercultural competence development is considered essential for cooperative and reciprocal engagement with community partners.Method- Participants (n=27*) were mostly elementary and early childhood pre-service teachers who were enrolled in a multicultural education course. All but one was female. Among the pre-service teachers, one Asian American, two Latinas, and the rest were White. Two pre-service teachers identified themselves as from the low socioeconomic families and the rest were from the middle to upper middle class.The global service-learning project was implemented in the spring of 2018. Two Vietnamese schools that served students with disabilities agreed to be the global service-learning sites. Both schools were located in an urban city.Systematic collection of data coincided with the course schedule as follows: an initial intercultural competence self-reflection survey completed in week one, guided reflections submitted in week 1, 9, and 16, written lesson plans and supporting materials for the service project submitted in week 16, and a final intercultural competence self-reflection survey completed in week 16. Significance-This global service-learning project has helped participants meet Merryfield’s goals in various degrees. They 1) learned knowledge and skills in the basics of instructional planning, 2) used a variety of instructional methods that encourage active learning, meet the different learning styles of students, and are congruent with content and educational goals, 3) gained the awareness and support of their students as individuals and as learners, 4) developed questioning techniques that build higher-level thinking skills, and 5) made progress in critically reflecting on and improving their own teaching and learning as a professional educator as a result of this project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20service-learning" title="global service-learning">global service-learning</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=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity "> diversity </a> </p> <a href="https://publications.waset.org/abstracts/103878/global-service-learning-lessons-learned-from-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103878.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">117</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">12015</span> Components of Effective Learning Environments: Global Perspectives on Student Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Appatova">Victoria Appatova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> internal and external, that are largely shaped by the student’s perceptions. Since 2006, the ELE concept has been studied by an international group of scholars through the creation of an ELE survey which was administered in nine countries and translated into five languages. The survey compares students’ perceptions of their learning environments and self-efficacy across A student’s effective learning environment (ELE) is comprised of multiple factors, both cultures as well as distinguishes similarities and differences in the students’ needs related to their learning. The main objectives of this international project include the following: Determine a system of components constituting ELE from the perspective of students and other academic populations Analyze students’ expectations, and their chances to succeed in college based on their expectations Conceptualize a comprehensive approach for assessing the effectiveness of a learning environment Compare the actualization of the ELE concept in American schools versus other national educational systems Compare student perceptions of ELE with those of faculty, administrators, and professional staff Four major factors influencing student learning across cultures and various national educational systems were determined: students’ initiative in using support services; learning skills; external comfort; and curriculum. Recent changes in the students’ perceptions, resulting from technology advances and a rapid shift to online learning, are being explored. The findings call for administrative and pedagogical actions which would cultivate more equitable education systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title="learning environment">learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perception" title=" student perception"> student perception</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20perspectives" title=" global perspectives"> global perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/159600/components-of-effective-learning-environments-global-perspectives-on-student-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159600.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">88</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">12014</span> Learning to Learn: A Course on Language Learning Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H%C3%A9l%C3%A8ne%20Knoerr">Hélène Knoerr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an increasingly global world, more and more international students attend academic courses and programs in a second or foreign language, and local students register in language learning classes in order to improve their employability. These students need to quickly become proficient in the new language. How can we, as administrators, curriculum developers and teachers, make sure that they have the tools they need in order to develop their language skills in an academic context? This paper will describe the development and implementation of a new course, Learning to learn, as part of the Major in French/English as a Second Language at the University of Ottawa. This academic program was recently completely overhauled in order to reflect the current approaches in language learning (more specifically, the action-oriented approach as embodied in the Common European Framework of Reference for Languages, and the concept of life-long autonomous learning). The course itself is based on research on language learning strategies, with a particular focus on the characteristics of the “good language learner”. We will present the methodological and pedagogical foundations, describe the course objectives and learning outcomes, the language learning strategies, and the classroom activities. The paper will conclude with students’ feedback and suggest avenues for further exploration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/58010/learning-to-learn-a-course-on-language-learning-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58010.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">411</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">12013</span> Scrum Challenges and Mitigation Practices in Global Software Development of an Integrated Learning Environment: Case Study of Science, Technology, Innovation, Mathematics, Engineering for the Young</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeniia%20Surkova">Evgeniia Surkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Manal%20Assaad"> Manal Assaad</a>, <a href="https://publications.waset.org/abstracts/search?q=Hleb%20Makeyeu"> Hleb Makeyeu</a>, <a href="https://publications.waset.org/abstracts/search?q=Juho%20Makio"> Juho Makio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project is the delivery of a hybrid learning environment that combines multi-level components such as social media concepts, robotic artefacts, and radio, among others. It is based on a well-researched pedagogical framework to attract European youths to STEM (science, technology, engineering, and mathematics) education and careers. To develop and integrate these various components, STIMEY is executed in iterative research cycles leading to progressive improvements. Scrum was the development methodology of choice in the project, as studies indicated its benefits as an agile methodology in global software development, especially of e-learning and integrated learning projects. This paper describes the project partners’ experience with the Scrum framework, discussing the challenges faced in its implementation and the mitigation practices employed. The authors conclude with exploring user experience tools and principles for future research, as a novel direction in supporting the Scrum development team. <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=global%20software%20development" title=" global software development"> global software development</a>, <a href="https://publications.waset.org/abstracts/search?q=scrum" title=" scrum"> scrum</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/89299/scrum-challenges-and-mitigation-practices-in-global-software-development-of-an-integrated-learning-environment-case-study-of-science-technology-innovation-mathematics-engineering-for-the-young" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89299.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">179</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">12012</span> A Knowledge-As-A-Service Support Framework for Ambient Learning in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20W.%20Mburu">Lucy W. Mburu</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Karanja"> Richard Karanja</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20N.%20Mwendia"> Simon N. Mwendia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over recent years, learners have experienced a constant need to access on demand knowledge that is fully aligned with the paradigm of cloud computing. As motivated by the global sustainable development goal to ensure inclusive and equitable learning opportunities, this research has developed a framework hinged on the knowledge-as-a-service architecture that utilizes knowledge from ambient learning systems. Through statistical analysis and decision tree modeling, the study discovers influential variables for ambient learning among university students. The main aim is to generate a platform for disseminating and exploiting the available knowledge to aid the learning process and, thus, to improve educational support on the ambient learning system. The research further explores how collaborative effort can be used to form a knowledge network that allows access to heterogeneous sources of knowledge, which benefits knowledge consumers, such as the developers of ambient learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actionable%20knowledge" title="actionable knowledge">actionable knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=ambient%20learning" title=" ambient learning"> ambient learning</a>, <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=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20as%20a%20service" title=" knowledge as a service"> knowledge as a service</a> </p> <a href="https://publications.waset.org/abstracts/116915/a-knowledge-as-a-service-support-framework-for-ambient-learning-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116915.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">160</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">12011</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.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">446</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">12010</span> Efficient Subgoal Discovery for Hierarchical Reinforcement Learning Using Local Computations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Millea">Adrian Millea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In hierarchical reinforcement learning, one of the main issues encountered is the discovery of subgoal states or options (which are policies reaching subgoal states) by partitioning the environment in a meaningful way. This partitioning usually requires an expensive global clustering operation or eigendecomposition of the Laplacian of the states graph. We propose a local solution to this issue, much more efficient than algorithms using global information, which successfully discovers subgoal states by computing a simple function, which we call heterogeneity for each state as a function of its neighbors. Moreover, we construct a value function using the difference in heterogeneity from one step to the next, as reward, such that we are able to explore the state space much more efficiently than say epsilon-greedy. The same principle can then be applied to higher level of the hierarchy, where now states are subgoals discovered at the level below. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploration" title="exploration">exploration</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20reinforcement%20learning" title=" hierarchical reinforcement learning"> hierarchical reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=locality" title=" locality"> locality</a>, <a href="https://publications.waset.org/abstracts/search?q=options" title=" options"> options</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20functions" title=" value functions"> value functions</a> </p> <a href="https://publications.waset.org/abstracts/134077/efficient-subgoal-discovery-for-hierarchical-reinforcement-learning-using-local-computations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134077.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">171</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">12009</span> Transformative Pedagogy and Online Adult Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Glenn%20A.%20Palmer">Glenn A. Palmer</a>, <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Bowman"> Lorenzo Bowman</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Johnson-Bailey"> Juanita Johnson-Bailey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ubiquitous economic upheaval that has gripped the global environment in the past few years displaced many workers through unemployment or underemployment. Globally, this disruption has caused many adult workers to seek additional education or skills to remain competitive, and acquire the ability and options to find gainful employment. While many learners have availed themselves of some opportunities to be retrained and retooled at locations within their communities, others have explored those options through the online learning environment. This paper examines the empirical research that explores the various strategies that are used in the adult online learning community that could also foster transformative learning. <p class="card-text"><strong>Keywords:</strong> <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=transformational%20learning" title=" transformational learning"> transformational learning</a>, <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=economic%20crisis" title=" economic crisis"> economic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/10782/transformative-pedagogy-and-online-adult-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10782.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">465</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">12008</span> Disparity of Learning Styles and Cognitive Abilities in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Mohaffyza%20Mohamad">Mimi Mohaffyza Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yee%20Mei%20Heong"> Yee Mei Heong</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhammad%20Hanafi"> Nurfirdawati Muhammad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tee%20Tze%20Kiong"> Tee Tze Kiong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education. Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. The study discovered that students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title="learning styles">learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=dimension%20of%20learning%20styles" title=" dimension of learning styles"> dimension of learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a> </p> <a href="https://publications.waset.org/abstracts/2036/disparity-of-learning-styles-and-cognitive-abilities-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2036.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">402</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">12007</span> Artificial Intelligence in Duolingo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elana%20Mahboub">Elana Mahboub</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamar%20Bakhurji"> Lamar Bakhurji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Alhindi"> Hind Alhindi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Alesayi"> Sara Alesayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duolingo" title="duolingo">duolingo</a>, <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=artificial%20intelligence%20in%20duolingo" title=" artificial intelligence in duolingo"> artificial intelligence in duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=benefit%20of%20artificial%20intelligence" title=" benefit of artificial intelligence"> benefit of artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/179165/artificial-intelligence-in-duolingo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179165.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">72</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">12006</span> The Role of Optimization and Machine Learning in e-Commerce Logistics in 2030</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vincenzo%20Capalbo">Vincenzo Capalbo</a>, <a href="https://publications.waset.org/abstracts/search?q=Gianpaolo%20Ghiani"> Gianpaolo Ghiani</a>, <a href="https://publications.waset.org/abstracts/search?q=Emanuele%20Manni"> Emanuele Manni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global e-commerce sales have reached unprecedented levels in the past few years. As this trend is only predicted to go up as we continue into the ’20s, new challenges will be faced by companies when planning and controlling e-commerce logistics. In this paper, we survey the related literature on Optimization and Machine Learning as well as on combined methodologies. We also identify the distinctive features of next-generation planning algorithms - namely scalability, model-and-run features and learning capabilities - that will be fundamental to cope with the scale and complexity of logistics in the next decade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-commerce" title="e-commerce">e-commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=hardware%20acceleration" title=" hardware acceleration"> hardware acceleration</a>, <a href="https://publications.waset.org/abstracts/search?q=logistics" title=" logistics"> logistics</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=mixed%20integer%20programming" title=" mixed integer programming"> mixed integer programming</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a> </p> <a href="https://publications.waset.org/abstracts/129028/the-role-of-optimization-and-machine-learning-in-e-commerce-logistics-in-2030" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129028.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">253</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">12005</span> The Impact of Blended Learning on the Perception of High School Learners Towards Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rylyne%20Mande%20Nchu">Rylyne Mande Nchu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robertson%20Tengeh"> Robertson Tengeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chux%20Iwu"> Chux Iwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning is a global phenomenon and is essential to many institutes of learning as an additional method of teaching that complements more traditional methods of learning. In this paper, the lack of practice of a blended learning approach to entrepreneurship education and how it impacts learners' perception of being entrepreneurial. E-learning is in its infancy within the secondary and high school sectors in South Africa. The conceptual framework of the study is based on theoretical aspects of systemic-constructivist learning implemented in an interactive online learning environment in an entrepreneurship education subject. The formative evaluation research was conducted implementing mixed methods of research (quantitative and qualitative) and it comprised a survey of high school learners and informant interviewing with entrepreneurs. Theoretical analysis of literature provides features necessary for creating interactive blended learning environments to be used in entrepreneurship education subject. Findings of the study show that learners do not always objectively evaluate their capacities. Special attention has to be paid to the development of learners’ computer literacy as well as to the activities that would bring online learning to practical training. Needs analysis shows that incorporating blended learning in entrepreneurship education may have a positive perception of entrepreneurship. <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=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20intention" title=" entrepreneurship intention"> entrepreneurship intention</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a> </p> <a href="https://publications.waset.org/abstracts/156306/the-impact-of-blended-learning-on-the-perception-of-high-school-learners-towards-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156306.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">112</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">12004</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</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">12003</span> Visualize Global Warming and Its Consequences Using Augmented Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20R.%20Parvathy">K. R. Parvathy</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Rao%20Bhavani"> R. Rao Bhavani </a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20McLain"> M. L. McLain</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jayakrishnan"> R. Jayakrishnan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) technology is considered to be an important emerging technology used in education today. One potentially key use of AR in education is to teach socio-scientific issues (SSI), topics that inure students towards social conscience and critical thinking. This work uses multiple markers and virtual buttons that interact with each other, creating a life-like visual spectacle. Learning about issues such as global warming by using AR technology, students will have an increased sense of experiencing immersion, immediacy, and presence, thereby enhancing their learning as well as likely improving their ability to make better informed decisions about considerations of such issues. Another advantage of AR is that it is a low cost technology, making it advantageous for educators to adapt to their classrooms. Also in this work we compare the effectiveness of AR versus ordinary video by polling a group of students to assess the content understandability, effectiveness and interaction of both the delivery methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20warming" title=" global warming"> global warming</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20markers" title=" multiple markers"> multiple markers</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20buttons" title=" virtual buttons"> virtual buttons</a> </p> <a href="https://publications.waset.org/abstracts/31567/visualize-global-warming-and-its-consequences-using-augmented-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31567.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">400</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">12002</span> A Machine Learning Approach for Classification of Directional Valve Leakage in the Hydraulic Final Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christian%20Neunzig">Christian Neunzig</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Fahle"> Simon Fahle</a>, <a href="https://publications.waset.org/abstracts/search?q=J%C3%BCrgen%20Schulz"> Jürgen Schulz</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthias%20M%C3%B6ller"> Matthias Möller</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernd%20Kuhlenk%C3%B6tter"> Bernd Kuhlenkötter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to increasing cost pressure in global markets, artificial intelligence is becoming a technology that is decisive for competition. Predictive quality enables machinery and plant manufacturers to ensure product quality by using data-driven forecasts via machine learning models as a decision-making basis for test results. The use of cross-process Bosch production data along the value chain of hydraulic valves is a promising approach to classifying the quality characteristics of workpieces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=predictive%20quality" title="predictive quality">predictive quality</a>, <a href="https://publications.waset.org/abstracts/search?q=hydraulics" title=" hydraulics"> hydraulics</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=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=supervised%20learning" title=" supervised learning"> supervised learning</a> </p> <a href="https://publications.waset.org/abstracts/143532/a-machine-learning-approach-for-classification-of-directional-valve-leakage-in-the-hydraulic-final-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143532.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">231</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">12001</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">12000</span> Correlation Analysis to Quantify Learning Outcomes for Different Teaching Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanika%20Sood">Kanika Sood</a>, <a href="https://publications.waset.org/abstracts/search?q=Sijie%20Shang"> Sijie Shang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A fundamental goal of education includes preparing students to become a part of the global workforce by making beneficial contributions to society. In this paper, we analyze student performance for multiple courses that involve different teaching pedagogies: a cooperative learning technique and an inquiry-based learning strategy. Student performance includes student engagement, grades, and attendance records. We perform this study in the Computer Science department for online and in-person courses for 450 students. We will perform correlation analysis to study the relationship between student scores and other parameters such as gender, mode of learning. We use natural language processing and machine learning to analyze student feedback data and performance data. We assess the learning outcomes of two teaching pedagogies for undergraduate and graduate courses to showcase the impact of pedagogical adoption and learning outcome as determinants of academic achievement. Early findings suggest that when using the specified pedagogies, students become experts on their topics and illustrate enhanced engagement with peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bag-of-words" title="bag-of-words">bag-of-words</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-person%20learning" title=" in-person learning"> in-person learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</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=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/157641/correlation-analysis-to-quantify-learning-outcomes-for-different-teaching-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157641.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">77</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">11999</span> Developing a Video Game (Historia’s Nightmare) and Finding Out if We Can Use It to Raise Social Awareness and Improve Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasibul%20Kabir">Hasibul Kabir</a>, <a href="https://publications.waset.org/abstracts/search?q=Samin%20Shahriar%20Tokey"> Samin Shahriar Tokey</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20Tofazzal%20Hossain"> Md. Tofazzal Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most necessary things in the present time is raising social awareness about global warming and climate change among the people. Though many types of mediums and techniques have been used to teach people about this global phenomenon, there are still more effective ways to reach people with useful information about global warming. As many traditional methods to teach people about global warming and climate change did not work well, video games were overdue. To learn how effective a video game can be in this regard, we developed a Video game, "Historia's Nightmare," that teaches people about Global warming and climate change. The game was designed to entertain people and give them an idea about the reasons and consequences of global warming and climate change while not being like traditional educational games. The game threw a mini quiz consisting of two MCQs based on the information shown in the game, where a gamer had to pass the quiz to reach the next level. We published the game on different platforms to let all types of people play and complete our experiment effectively. The game continuously communicated with our server to send data about gamers' performance. We observed the data, including the participants' performance, time spent, quiz score, and the in-game feedback on a regular basis, and finally came to a verdict. In our experiment, we have found that most participants positively accepted the game and learned something new. The participants who spent more on our game performed better in both quiz and the game. Our experiment's result demonstrates that video games can be a great way to teach people something, particularly to raise social awareness about global warming and climate change. It also demonstrates that the game can be a significant element in education and learning improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20game" title="video game">video game</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20warming" title=" global warming"> global warming</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20awareness" title=" social awareness"> social awareness</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=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a> </p> <a href="https://publications.waset.org/abstracts/153532/developing-a-video-game-historias-nightmare-and-finding-out-if-we-can-use-it-to-raise-social-awareness-and-improve-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153532.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">136</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">11998</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">11997</span> Review on Rainfall Prediction Using Machine Learning Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Desai">Prachi Desai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ankita%20Gandhi"> Ankita Gandhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mitali%20Acharya"> Mitali Acharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rainfall forecast is mainly used for predictions of rainfall in a specified area and determining their future rainfall conditions. Rainfall is always a global issue as it affects all major aspects of one's life. Agricultural, fisheries, forestry, tourism industry and other industries are widely affected by these conditions. The studies have resulted in insufficient availability of water resources and an increase in water demand in the near future. We already have a new forecast system that uses the deep Convolutional Neural Network (CNN) to forecast monthly rainfall and climate changes. We have also compared CNN against Artificial Neural Networks (ANN). Machine Learning techniques that are used in rainfall predictions include ARIMA Model, ANN, LR, SVM etc. The dataset on which we are experimenting is gathered online over the year 1901 to 20118. Test results have suggested more realistic improvements than conventional rainfall forecasts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ANN" title="ANN">ANN</a>, <a href="https://publications.waset.org/abstracts/search?q=CNN" title=" CNN"> CNN</a>, <a href="https://publications.waset.org/abstracts/search?q=supervised%20learning" title=" supervised learning"> supervised learning</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=deep%20learning" title=" deep learning"> deep learning</a> </p> <a href="https://publications.waset.org/abstracts/146605/review-on-rainfall-prediction-using-machine-learning-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146605.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">202</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">11996</span> Implementation of Computer-Based Technologies into Foreign Language Teaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golovchun%20Aleftina">Golovchun Aleftina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dabyltayeva%20Raikhan"> Dabyltayeva Raikhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the world of widely developing cross-cultural interactions and rapidly changing demands of the global labor market, foreign language teaching and learning has taken a special role not only in school education but also in everyday life. Cognitive Lingua-Cultural Methodology of Foreign Language Teaching originated in Kazakhstan brings a communicative approach to the forefront in foreign language teaching that gives raise a variety of techniques to make the language learning a real communication. One of these techniques is Computer Assisted Language Learning. In our article, we aim to: demonstrate what learning benefits students are likely to get by teachers having implemented computer-based technologies into foreign language teaching process; prove that technology-based classroom serves as the best tool for interactive and efficient language learning; give examples of classroom sufficient organization with computer-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20learning" title="computer assisted language learning">computer assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20benefits" title=" learning benefits"> learning benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching%20process" title=" foreign language teaching process"> foreign language teaching process</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a> </p> <a href="https://publications.waset.org/abstracts/6819/implementation-of-computer-based-technologies-into-foreign-language-teaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6819.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">473</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">11995</span> Introducing Transcending Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeehah%20Aayeshah">Wajeehah Aayeshah</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20Higgs"> Joy Higgs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term “transcending pedagogies” has been created to refer to teaching and learning strategies that transcend the mode of student enrolment, the needs of different students, and different learning spaces. The value of such pedagogies in the current arena when learning spaces, technologies and preferences are more volatile than ever before, is a key focus of this paper. The paper will examine current and emerging pedagogies that transcend the learning spaces and enrollment modes of on campus, distance, virtual and workplace learning contexts. A further point of interest is how academics in professional and higher education settings interpret and implement pedagogies in the current global conversation space and re-creation of higher education. This study questioned how the notion and practice of transcending pedagogies enables us to re-imagine and reshape university curricula. It explored the nature of teaching and learning spaces and those professional and higher education (current and emerging) pedagogies that can be implemented across these spaces. We set out to identify how transcending pedagogies can assist students in learning to deal with complexity, uncertainty and change in the practice worlds and better appeal to students who are making decisions on where to enrol. The data for this study was collected through in-depth interviews and focus groups with academics and policy makers within academia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Transcending%20Pedagogies" title="Transcending Pedagogies">Transcending Pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20strategies" title=" teaching and learning strategies"> teaching and learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20spaces" title=" learning spaces"> learning spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/20609/introducing-transcending-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11994</span> The Impact of Content Familiarity of Receptive Skills on Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fallahi">Sara Fallahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reviews the importance of content familiarity of receptive skills and offers solutions to the issue of content unfamiliarity in language learning materials. Presently, language learning materials are mainly comprised of global issues and target language speakers’ culture(s) in receptive skills. This might leadlearners to focus on content rather than the language. As a solution, materials on receptive skills can be developed with a focus on learners’culture and social concerns, especially in the beginner levels of learning. Language learners often learn their target language through the receptive skills of listening and reading before language production ensues through speaking and writing. Students’ journey from receptive skills to productive skills is mainly concentrated on by teachers. There are barriers to language learning, such as time and energy, that can hinder learners’ understanding and ability to build the required background knowledge of the content. This is generated due to learners’ unfamiliarity with the skill’s content. Therefore, materials that improve content familiarity will help learners improve their language comprehension, learning, and usage. This presentation will conclude with practical solutions to help teachers and learners more authentically integrate language and culture to elevate language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20content" title=" listening content"> listening content</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20content" title=" reading content"> reading content</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20familiarity" title=" content familiarity"> content familiarity</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20books" title=" ESL books"> ESL books</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20books" title=" language learning books"> language learning books</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20familiarity" title=" cultural familiarity"> cultural familiarity</a> </p> <a href="https://publications.waset.org/abstracts/149934/the-impact-of-content-familiarity-of-receptive-skills-on-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149934.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">118</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">11993</span> An Exploratory Study of the Student’s Learning Experience by Applying Different Tools for e-Learning and e-Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angel%20Daniel%20Mu%C3%B1oz%20Guzm%C3%A1n">Angel Daniel Muñoz Guzmán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is becoming more and more common every day. For online, hybrid or traditional face-to-face programs, there are some e-teaching platforms like Google classroom, Blackboard, Moodle and Canvas, and there are platforms for full e-learning like Coursera, edX or Udemy. These tools are changing the way students acquire knowledge at schools; however, in today’s changing world that is not enough. As students’ needs and skills change and become more complex, new tools will need to be added to keep them engaged and potentialize their learning. This is especially important in the current global situation that is changing everything: the Covid-19 pandemic. Due to Covid-19, education had to make an unexpected switch from face-to-face courses to digital courses. In this study, the students’ learning experience is analyzed by applying different e-tools and following the Tec21 Model and a flexible and digital model, both developed by the Tecnologico de Monterrey University. The evaluation of the students’ learning experience has been made by the quantitative PrEmo method of emotions. Findings suggest that the quantity of e-tools used during a course does not affect the students’ learning experience as much as how a teacher links every available tool and makes them work as one in order to keep the student engaged and motivated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student" title="student">student</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</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=e-teaching" title=" e-teaching"> e-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=e-tools" title=" e-tools"> e-tools</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/126841/an-exploratory-study-of-the-students-learning-experience-by-applying-different-tools-for-e-learning-and-e-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126841.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">110</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=global%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=global%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" 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