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communication education</title> <meta name="description" content="Search results for: communication education"> <meta name="keywords" content="communication education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/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="communication education"> <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> 10631</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: communication education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10631</span> Contemporary Matter on Communication and Information Education: Technological Lack</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sedat%20Cereci">Sedat Cereci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates character of communication, evaluates communication and information need of people, handles relation between communication and contemporary technology, and emphasizes technological lack on communication education in many societies. To get information and communication are of main needs of people and people developed different instruments and technics to learn and to communicate in the past. Because of social need, communication became social matter and governments contributed facilities of communication and set communication places for people to meet and to communicate. Industrial Revolution and technological developments also contributed communication technics and proved numerous technological facilities for communication. Education in the world also use developed technology in any department and communication education especially necessities high technological facilities in schools. Many high schools and universities have communication departments and most of them use contemporary technological facilities, but they are not sufficient. Communication departments in educational organizations in Turkey have computer classrooms, monitors, cameras, microphones, telephones, different softwares, and others. However, despite all this, technological facilities and teaching methods are not sufficient because of contemporary developments. Technology develops rapidly due to hopes of people and technological facilities in education cannot catch developments and people always hope more. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20education" title=" communication education"> communication education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20lack" title=" technological lack"> technological lack</a>, <a href="https://publications.waset.org/abstracts/search?q=contemporary%20conditions" title=" contemporary conditions"> contemporary conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=technics" title=" technics"> technics</a> </p> <a href="https://publications.waset.org/abstracts/48448/contemporary-matter-on-communication-and-information-education-technological-lack" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48448.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">318</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">10630</span> Brand Position Communication Channel for Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narong%20Anurak">Narong Anurak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to study Brand Position Communication Channel in Brand Building in Rajabhat University Affecting Decision Making of Higher Education from of qualitative research and in-depth interview with executive members Rajabhat University and also quantitative by questionnaires which are personal data of students, study of the acceptance and the finding of the information of Rajabhat University, study of pattern or Brand Position Communication Channel affecting the decision making of studying in Rajabhat University and the result of the communication in Brand Position Communication Channel. It is found that online channel and word of mount are highly important and necessary for education business since media channel is a tool and the management of marketing communication to create brand awareness, brand credibility and to achieve the high acclaim in terms of bringing out qualified graduates. Also, off-line channel can enable the institution to survive from the high competition especially in education business regarding management of the Rajabhat University. Therefore, Rajabhat University has to communicate by the various communication channel strategies for brand building for attractive student to make decision making of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brand%20position" title="brand position">brand position</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20channel" title=" communication channel"> communication channel</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajabhat%20University" title=" Rajabhat University"> Rajabhat University</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/10338/brand-position-communication-channel-for-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10338.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">294</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">10629</span> Exploring the Governmentality of Practice in Communication Education in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wincharles%20Coker">Wincharles Coker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study troubles the role the state as the chief sponsor of higher education plays in shaping communication training in Ghana. Using a public university as a case study, it explores how the government of Ghana, through its regimes of control, exercises its authority over the means of production in the academy. Based on Wenger’s community of practice theory and critical theory, the research analyzes the political economy within which higher education in the country operates, focusing on the mandates of two of its bodies: the National Council for Tertiary Education (NCTE) and the National Accreditation Board (NAB). Results show that communication training in Ghana is shaped by three basic strategies of control: developmentalism, bureaucratization, and corporatization. This governmentality, the research reveals nonetheless, largely constrains the agency and practices of the community of communication faculty and administrators, and thus presents a major challenge to the exercise of intellectual freedom, and the self-critical nature of the academy. The study bears implications for further research in the political economy of communication studies, the administration of higher education, and critical/cultural studies in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=developmentalism" title=" developmentalism"> developmentalism</a>, <a href="https://publications.waset.org/abstracts/search?q=educattion" title=" educattion"> educattion</a>, <a href="https://publications.waset.org/abstracts/search?q=governmentality" title=" governmentality"> governmentality</a> </p> <a href="https://publications.waset.org/abstracts/53581/exploring-the-governmentality-of-practice-in-communication-education-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53581.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">359</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">10628</span> Developing Elusive Frame for Creativity, ICT and Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahul%20Malhotra">Rahul Malhotra</a>, <a href="https://publications.waset.org/abstracts/search?q=Anu%20Malhotra"> Anu Malhotra</a>, <a href="https://publications.waset.org/abstracts/search?q=Veena%20Bana"> Veena Bana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology (ICT) plays an imperative part in enhancing the quality of life, together with education. This research work is an important consequence to endow with substantiation for the effective use of Information and Communication Technology (ICT) tools for educational rationale. Perspective teachers and students of technical education from various regions of Rajasthan participated in the survey based research work. Condensed from the analysis and interpretations of the data collected from Perspective teachers and students of technical education from various regions of Rajasthan, it is inevitable that use of Information and Communication Technology (ICT) for educational purpose can augment student’s creativity and achievement ability. The Chi-Square statistics produce the evidence of the effective use of Information and Communication Technology (ICT) in enhancing the creativity and achievement ability of the perspective teachers and students of technical education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=elusive%20frame" title=" elusive frame "> elusive frame </a> </p> <a href="https://publications.waset.org/abstracts/35101/developing-elusive-frame-for-creativity-ict-and-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35101.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">464</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">10627</span> Information and Communication Technology in Architectural Education: The Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluropo%20Stephen%20Ilesanmi">Oluropo Stephen Ilesanmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwole%20Ayodele%20Alejo"> Oluwole Ayodele Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architectural education, beyond training the students to become architects, impacts in them the appreciation of the responsibilities relating to public health, safety, and welfare. Architecture is no longer a personal philosophical or aesthetic pursuit by individuals, rather, it has to consider everyday needs of the people and use technology to give a liveable environment. In the present age, architectural education must have to grapple with the recent integration of technology, in particular, facilities offered by information and communication technology. Electronic technologies have moved architecture from the drawing board to cyberspace. The world is now a global village in which new information and methods are easily and quickly available to people at different poles of the globe. It is the position of this paper that in order to remain relevant in the ever-competing forces within the building industry, architectural education must show the impetus to continue to draw from technological advancements associated with the use of computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/122132/information-and-communication-technology-in-architectural-education-the-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122132.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">209</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">10626</span> The New Economy: A Pedagogy for Vocational and Technical Education Programmes in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Nwakanma">Sunny Nwakanma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of the new economy has created a new world order for skill acquisition, economic activities and employment. It has dramatically changed the way we live, learn, work and even think about work. It has also created new opportunities as well as challenges and uncertainty. This paper will not only demystify the new economy and present its instrumentality in the acceleration of skill acquisition in technical education, but will also highlight industrial and occupational changes brought about by the synergy between information and communication technology revolution and the global economic system. It advocates among other things, the use of information and communication technology mediated instruction in technical education as it provides the flexibility to meet diverse learners’ need anytime and anywhere and facilitate skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20economy" title="new economy">new economy</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</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/122265/the-new-economy-a-pedagogy-for-vocational-and-technical-education-programmes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122265.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">131</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">10625</span> Acoustic Analysis of Psycho-Communication Disorders within Moroccan Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Sabir">Brahim Sabir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psycho-Communication disorders negatively affect the academic curriculum for students in higher education. Thus, understanding these disorders, their causes and effects will give education specialists a tool for the decision, which will lead to the resolution of problems related to the integration of students with Psycho-Communication disorders. It is in this context that a statistical study was conducted, targeting the population object of study, namely Moroccan students. Pathological voice samples were recorded and analyzed acoustically with PRAAT software, in order to build a model that will be the basis for the objective diagnostic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psycho-communication%20disorders" title="psycho-communication disorders">psycho-communication disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustic%20analysis" title=" acoustic analysis"> acoustic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PRAAT" title=" PRAAT"> PRAAT</a> </p> <a href="https://publications.waset.org/abstracts/23935/acoustic-analysis-of-psycho-communication-disorders-within-moroccan-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23935.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">389</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">10624</span> The Interplay of Communication and Critical Thinking in the Mathematics Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20K.%20O%27Kelley">Sharon K. O'Kelley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the heart of mathematics education is the concept of communication which many teachers envision as the influential dialogue they conduct with their students. However, communication in the mathematics classroom operates in different forms at different levels, both externally and internally. Specifically, it can be a central component in the building of critical thinking skills that requires students not only to know how to communicate their solutions to others but that they also be able to navigate their own thought processes in search of those solutions. This paper provides a review of research on the role of communication in the building of critical thinking skills in mathematics with a focus on the problem-solving process and the implications this interplay has for the teaching and learning of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20mathematics" title="communication in mathematics">communication in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20process" title=" problem-solving process"> problem-solving process</a> </p> <a href="https://publications.waset.org/abstracts/166455/the-interplay-of-communication-and-critical-thinking-in-the-mathematics-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166455.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">87</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">10623</span> Students’ Perceptions of Communication Design in Media: Case Study of Portuguese and Spanish Communication Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F%C3%A1tima%20Gon%C3%A7alves">Fátima Gonçalves</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaquim%20Brigas"> Joaquim Brigas</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Gon%C3%A7alves"> Jorge Gonçalves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proliferation of mobile devices in society enables the media to disseminate information and knowledge more rapidly. Higher education students access these contents and share them with each other, in the most diverse platforms, allowing the ubiquity in access to information. This article presents the results and respective quantitative analysis of a survey applied to communication students of two higher education institutions: one in Portugal and another in Spain. The results show that, in this sample, higher education students regularly access news content believing traditional news sources to be more credible. Regarding online sources, it was verified that the access was mostly to free news contents. This study intends to promote the knowledge about the changes that occur in the relationship of higher education students with the media, characterizing how news consumption is processed by these students, considering the resulting effects of the digital media evolution. It is intended to present not only the news sources they use, but also to know some of their habits and relationship with the news media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%27%20perceptions" title="students' perceptions">students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20design" title=" communication design"> communication design</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20media" title=" mass media"> mass media</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title=" digital media"> digital media</a> </p> <a href="https://publications.waset.org/abstracts/91230/students-perceptions-of-communication-design-in-media-case-study-of-portuguese-and-spanish-communication-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91230.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">246</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">10622</span> Problems in Lifelong Education Course in Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Md.Suhadi">Hisham Md.Suhadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Faaizah%20Shahbodin"> Faaizah Shahbodin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mahsudi"> Nurul Huda Mahsudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Mohd%20Sarjan"> Mahathir Mohd Sarjan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is the way to identify the problems that occur in organizing short courses lifelong learning in the information and communication technology (ICT) education which are faced by the lecturer and staff at the Mara Skill Institute and Industrial Training Institute in Pahang, Malaysia. The important aspects of these issues are classified to five which are selecting the courses administrative. Fifty lecturers and staff were selected as a respondent. The sample is selected by using the non-random sampling method purpose sampling. The questionnaire is used as a research instrument and divided into five main parts. All the data that gain from the questionnaire are analyzed by using the SPSS in term of mean, standard deviation and percentage. The findings showed that there are the problems occur in organizing the short course for lifelong learning in ICT education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20Education" title="lifelong Education">lifelong Education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20course" title=" short course"> short course</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title=" ICT education"> ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=courses%20administrative" title=" courses administrative"> courses administrative</a> </p> <a href="https://publications.waset.org/abstracts/31799/problems-in-lifelong-education-course-in-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31799.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">455</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">10621</span> Communication in Inclusive Education: A Qualitative Study in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Klara%20Kr%C3%B3lewiak-Detsi">Klara Królewiak-Detsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Orylska"> Anna Orylska</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Gorgolewska"> Anna Gorgolewska</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Boczkowska"> Marta Boczkowska</a>, <a href="https://publications.waset.org/abstracts/search?q=Agata%20Graczykowska"> Agata Graczykowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the communication between students and teachers in inclusive education in Poland. Specifically, we examine the communication and interaction of students with special educational needs during online learning compared to traditional face-to-face instruction. Our research questions are (1) how children with special educational needs communicate with their teachers and peers during online learning, and (2) what strategies can improve their communication skills. We conducted five focus groups with: (1) 55 children with special educational needs, (2) 65 typically developing pupils, (3) 28 professionals (psychologists and special education therapists), (4) 16 teachers, and (5) 16 parents of children with special educational needs. Our analysis focused on primary schools and used thematic analysis according to the 6-step procedure of Braun and Clarke. Our findings reveal that children with disabilities faced more difficulties communicating and interacting with others online than in face-to-face lessons. The online tools used for education were not adapted to the needs of children with disabilities, and schools lacked clear guidelines on how to pursue inclusive education online. Based on the results, we offer recommendations for online communication training and tools that are dedicated to children with special educational needs. Additionally, our results demonstrate that typically developing pupils are better in interpersonal relations and more often and effectively use social support. Children with special educational needs had similar emotional and communication challenges compared to their typically developing peers. In conclusion, our study highlights the importance of providing adequate support for the online education of children with special educational needs in inclusive classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Special%20educational%20needs" title=" Special educational needs"> Special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20skills%20development" title=" Social skills development"> Social skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=Online%20communication" title=" Online communication"> Online communication</a> </p> <a href="https://publications.waset.org/abstracts/163249/communication-in-inclusive-education-a-qualitative-study-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163249.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">130</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">10620</span> Information and Communication Technology and Business Education in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oloniyo%20Kemisola%20Eunice">Oloniyo Kemisola Eunice</a>, <a href="https://publications.waset.org/abstracts/search?q=Odere%20Oladunni%20Oluwafeyikemi"> Odere Oladunni Oluwafeyikemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological change and globalization have created a new global economy with Information and Communication Technology (ICT) occupying a complex position in relation to globalization. The emergence of this new global economy has serious implications on the nature and purpose of educational institutions. The paper is basically a theoretical discourse. Data for analysis were obtained from secondary sources. The paper found that significant challenges confront the integration of ICTs in education in the areas of educational policy and planning, infrastructure, language and content, capacity building and financing in Nigeria. The paper concluded that business education needs to be well equipped to anticipate and respond to opportunities created by ICTs in order to participate productively and equitably in an increasingly technology-rich and knowledge-driven world. The paper recommended, among others, that the investments in ICTs should be used to promote the development of basic skills, problem-solving and communication skills and the professional development of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=business" title=" business"> business</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/45937/information-and-communication-technology-and-business-education-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45937.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">377</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">10619</span> Perceived Influence of Information Communication Technology on Empowerment Amongst the College of Education Physical and Health Education Students in Oyo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20O.%20Oladipo">I. O. Oladipo</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Adewale%20Ajayi"> Olusegun Adewale Ajayi</a>, <a href="https://publications.waset.org/abstracts/search?q=Omoniyi%20Oladipupo%20Adigun"> Omoniyi Oladipupo Adigun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information Communication Technology (ICT) have the potential to contribute to different facets of educational development and effective learning; expanding access, promoting efficiency, improve the quality of learning, enhancing the quality of teaching and provide important mechanism for the economic crisis. Considering the prevalence of unemployment among the higher institution graduates in this nation, in which much seems not to have been achieved in this direction. In view of this, the purpose of this study is to create an awareness and enlightenment of ICT for empowerment opportunities after school. A self-developed modified 4-likert scale questionnaire was used for data collection among Colleges of Education, Physical and Health Education students in Oyo State. Inferential statistical analysis of chi-square set at 0.05 alpha levels was used to analyze the stated hypotheses. The study concludes that awareness and enlightenment of ICT significantly influence empowerment opportunities and recommended that college of education students should be encouraged on the application of ICT for job opportunity after school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employment" title="employment">employment</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a> </p> <a href="https://publications.waset.org/abstracts/30880/perceived-influence-of-information-communication-technology-on-empowerment-amongst-the-college-of-education-physical-and-health-education-students-in-oyo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10618</span> Identifying and Evaluating the Effectiveness of Communication Channels between Employees and Management Based on the EFQM Excellence Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrdad%20Hosseinishakib">Mehrdad Hosseinishakib</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhgan%20Chakani"> Mozhgan Chakani</a>, <a href="https://publications.waset.org/abstracts/search?q=Gholamreza%20Babaei"> Gholamreza Babaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the relationship between the bilateral communication channels, communication technologies with effective communications and communication technologies, employee participation in motivated decision-making of employees using the EFQM excellence model in Education Organization of Area 4 in Karaj. This research is an applied research in terms of the purpose and is a descriptive survey research in terms of nature and method and assesses the current situation using field studies. The statistical population consists of all employees and managers of Education Organization of Area 4 in Karaj including 5442 persons and random sampling was used and sample size is 359 using Cochran formula. Measurement tool is a researcher-made questionnaire with 20 questions including two categories of expertise and general questions. The first category includes general questions about respondents' personal characteristics such as gender and level of education, work experience and courses of study. The second category includes expertise questions of the questionnaire that have been designed to test research hypotheses that its reliability was approved by Cronbach's alpha coefficient 0.916 and its validity was approved according to the vies of teachers and some senior managers of Education Organization of Area 4 in Karaj. The results of the analysis of the findings show that there is a significant relationship between mutual communication channels, communication technologies with effective communication between employees and management. There is also a significant relationship between communication technologies and employee motivation and employee participation in their motivated decision-making in Education Organization of Area 4 in Karaj. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20channels" title="communication channels">communication channels</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20communication" title=" effective communication"> effective communication</a>, <a href="https://publications.waset.org/abstracts/search?q=EFQM%20model" title=" EFQM model"> EFQM model</a>, <a href="https://publications.waset.org/abstracts/search?q=ANOVA" title=" ANOVA"> ANOVA</a> </p> <a href="https://publications.waset.org/abstracts/71968/identifying-and-evaluating-the-effectiveness-of-communication-channels-between-employees-and-management-based-on-the-efqm-excellence-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71968.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">243</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">10617</span> Comparison of Parent’s Treatment and Education Priorities between Verbal and Non-Verbal Children with Autism Spectrum Disorder in Iranian Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elanz%20Alimi">Elanz Alimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Ghanadzade"> Mehdi Ghanadzade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This current study compared the parents reported treatment and education priorities between verbal and nonverbal children with an autism spectrum disorder (ASD). Participants were 196 parents of 2 to 21-year-old (83 non-verbal and 113 verbal) children and adolescents with an ASD who completed questionnaires measuring parent’s treatment and education priorities, child’s educational and intervention programs and current child’s level of performance according to each skill. Results of this study indicated that parents of verbal children with autism spectrum disorder considered communication skills, community living skills and academic skills correspondingly as their highest intervention and education priorities and parents of non-verbal children with ASD reported communication skills, social relationship skills and self-care skills as the most significant priorities for their children. Findings show that for Iranian parents of both verbal and non-verbal children with ASD, communication skills are the most crucial treatment priority. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%E2%80%99s%20priorities" title=" parent’s priorities"> parent’s priorities</a> </p> <a href="https://publications.waset.org/abstracts/89142/comparison-of-parents-treatment-and-education-priorities-between-verbal-and-non-verbal-children-with-autism-spectrum-disorder-in-iranian-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89142.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">215</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">10616</span> Changes in Student Definition of De-Escalation in Professional Peace Officer Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pat%20Nelson">Pat Nelson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the release of the 21<sup>st</sup> century policing report in the United States, the techniques of de-escalation have received a lot of attention and focus in political systems, policy changes, and the media. The challenge in professional peace officer education is that there is a vast range of defining de-escalation and understanding the various techniques involved, many of which are based on popular media. This research surveyed professional peace officer education university students on their definition of de-escalation and the techniques associated with de-escalation before specific communications coursework was completed. The students were then surveyed after the communication coursework was completed to determine the changes in defining and understanding de-escalation techniques. This research has found that clearly defining de-escalation and emphasizing the broad range of techniques available enhances the students’ understanding and application of proper de-escalation. This research demonstrates the need for professional peace officer education to move students from media concepts of law enforcement to theoretical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criminal%20justice%20education" title="criminal justice education">criminal justice education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20theory" title=" communication theory"> communication theory</a>, <a href="https://publications.waset.org/abstracts/search?q=de-escalation" title=" de-escalation"> de-escalation</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20officer%20communication" title=" peace officer communication"> peace officer communication</a> </p> <a href="https://publications.waset.org/abstracts/100518/changes-in-student-definition-of-de-escalation-in-professional-peace-officer-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100518.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">165</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">10615</span> The Role of Information and Communication Technology in Early Childhood Education as Perceived by Early Childhood Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Khalil">Rabia Khalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to find out the perception of early childhood education teacher‘s about the role and implementation of information communication technology in early childhood education. The main purpose of the study is to investigate the role of information and communication technology in early childhood education as perceived by early childhood education teachers. The objectives of the study were to identify the roles of ICT in today’s early years and the impacts of Information communication technology in early childhood education. This study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. This is a quantitative research in which a survey study was conducted. The Population of the study was the primary teachers of the public and private primary schools of Lahore. By using random sampling technique the sample consists of 300 teachers but only 260 respond from 52 primary schools of Lahore. In this research, questionnaire was developed for primary school teachers. The questionnaires were based on liker type scale which comprises of section of strongly agree to strongly disagree. Data were analyzed by using descriptive analysis. The data was arranged and then entered in computer, having the software package for social sciences (SPSS) version 15. The importance of this study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECE" title="ECE">ECE</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=PC" title=" PC"> PC</a>, <a href="https://publications.waset.org/abstracts/search?q=C%20AI" title=" C AI"> C AI</a> </p> <a href="https://publications.waset.org/abstracts/49183/the-role-of-information-and-communication-technology-in-early-childhood-education-as-perceived-by-early-childhood-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49183.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">344</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">10614</span> Communication Tools Used in Teaching and Their Effects: An Empirical Study on the T. C. Selcuk University Samples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sedat%20Simsek">Sedat Simsek</a>, <a href="https://publications.waset.org/abstracts/search?q=Tugay%20Arat"> Tugay Arat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's communication concept, which has a great revolution with the printing press which has been found by Gutenberg, has no boundary thanks to advanced communication devices and the internet. It is possible to take advantage in many areas, such as from medicine to social sciences or from mathematics to education, from the computers that was first produced for the purpose of military services. The use of these developing technologies in the field of education has created a great vision changes in both training and having education. Materials, which can be considered as basic communication resources and used in traditional education has begun to lose its significance, and some technologies have begun to replace them such as internet, computers, smart boards, projection devices and mobile phone. On the other hand, the programs and applications used in these technologies have also been developed. University students use virtual books instead of the traditional printed book, use cell phones instead of note books, use the internet and virtual databases instead of the library to research. They even submit their homework with interactive methods rather than printed materials. The traditional education system, these technologies, which increase productivity, have brought a new dimension to education. The aim of this study is to determine the influence of technologies in the learning process of students and to find whether is there any similarities and differences that arise from the their faculty that they have been educated and and their learning process. In addition to this, it is aimed to determine the level of ICT usage of students studying at the university level. In this context, the advantages and conveniences of the technology used by students are also scrutinized. In this study, we used surveys to collect data. The data were analyzed by using SPSS 16 statistical program with the appropriate testing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technologies" title=" communication technologies"> communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20technology" title=" role of technology"> role of technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/10486/communication-tools-used-in-teaching-and-their-effects-an-empirical-study-on-the-t-c-selcuk-university-samples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10486.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">303</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">10613</span> Parents' View of Children's Preschool Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of kindergartens shows that the communication and cooperation of teachers and directors of kindergartens with parents, who come with different expectations and ideas about preschool education, is becoming an increasing problem, which leads to many misunderstandings in their mutual functioning. In practice, little attention is paid to communication and cooperation between kindergartens and families, whether in the professional development of educators, in professional articles and publications, or in the field of research. The approach of teachers to parents whose children attend kindergarten requires more and more skills on the part of educators, which is also related to the introduction of the institute of compulsory preschool education. Thus, the discrepancy in mutual expectations and requirements for children's preschool education on the part of the kindergarten and the family is increasing. The aim of the research was to look into the world of parents and learn about their subjective experience with preschool education of children in kindergarten. The findings could be useful in the search for appropriate strategies for mutual communication and cooperation between kindergartens and families in order to achieve more effective progress for children in education. The data were collected through the method of a constellation with figures, semi-structured interviews, and the use of a research diary. Through an interpretive phenomenological analysis, it was found that the parents' view of preschool education in kindergarten is connected to 6 basic topics - parenting with a preschooler, adaptation to kindergarten, professionalism of teachers, cooperation with kindergarten, and parents' satisfaction with preschool education. The conducted research also revealed that the determinants at the level of microsystem, mesosystem, exosystem, macrosystem, and chronosystem influenced parents' view of children's preschool education in kindergarten. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title="preschool education">preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretive%20phenomenological%20analysis" title=" interpretive phenomenological analysis"> interpretive phenomenological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20experience" title=" subjective experience"> subjective experience</a> </p> <a href="https://publications.waset.org/abstracts/156347/parents-view-of-childrens-preschool-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156347.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">102</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">10612</span> ICT Education: Digital History Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Elvis%20Fung"> Elvis Fung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is to review and understand the new generation of students to understand their expectations and attitudes. There are a group of students on school projects, creative work, educational software and digital signal source, the use of social networking tools to communicate with friends and a part in the competition. Today's students have been described as the new millennium students. They use information and communication technology in a more creative and innovative at home than at school, because the information and communication technologies for different purposes, in the home, usually occur in school. They collaborate and communicate more effectively when they are at home. Most children enter school, they will bring about how to use information and communication technologies, some basic skills and some tips on how to use information and communication technology will provide a more advanced than most of the school's expectations. Many teachers can help students, however, still a lot of work, "tradition", without a computer, and did not see the "new social computing networks describe young people to learn and new ways of working life in the future", in the education system of the benefits of using a computer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title="ICT education">ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20history" title=" digital history"> digital history</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20generation%20of%20students" title=" new generation of students"> new generation of students</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20of%20using%20a%20computer" title=" benefits of using a computer"> benefits of using a computer</a> </p> <a href="https://publications.waset.org/abstracts/12133/ict-education-digital-history-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10611</span> Assessing the Roles Languages Education Plays in Nation Building in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edith%20Lotachukwu%20Ochege">Edith Lotachukwu Ochege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nations stay together when citizens share enough values and preferences and can communicate with each other. Homogeneity among people can be built with education, teaching a common language to facilitate communication, infrastructure for easier travel, but also by brute force such as prohibiting local cultures. This paper discusses the role of language education in nation building. It defines education, highlights the functions of language. Furthermore, it expresses socialization agents that aid culture which are all embodied in language, problems of nation building. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nation%20building" title="nation building">nation building</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a>, <a href="https://publications.waset.org/abstracts/search?q=function%20of%20language" title=" function of language"> function of language</a>, <a href="https://publications.waset.org/abstracts/search?q=socialization" title=" socialization"> socialization</a> </p> <a href="https://publications.waset.org/abstracts/22366/assessing-the-roles-languages-education-plays-in-nation-building-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22366.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">567</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">10610</span> Obstacles in Integrating ICT in Education: A Cross-Sectional Study in GCC Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhawiti">Mohammed Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the insight of educational practitioners concerning challenges that seriously obstruct the comprehension of ICT-related goals of educational institutes. ICT education is a broad area encircling a variety of discipline; both those traditionally classified as IT such as information systems, engineering etc., as well as recent areas, which cross over a variety of educational fields. The results are from a local survey among national representative samples of institutes across GCC countries. The research entails a brief synopsis of the design of this project, a review of key indicators regarding ICT (Information and Communication Technologies) in various institutions, key obstacles and an investigation of the co-variation between challenges and related factors at the country-level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=GCC%20countries" title=" GCC countries"> GCC countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20sector" title=" education sector"> education sector</a> </p> <a href="https://publications.waset.org/abstracts/26446/obstacles-in-integrating-ict-in-education-a-cross-sectional-study-in-gcc-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26446.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">431</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">10609</span> Effect of Hybrid Learning in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Meydanlioglu">A. Meydanlioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Arikan"> F. Arikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, thanks to the development of information and communication technologies, the computer and internet have been used widely in higher education. Internet-based education is impacting traditional higher education as online components increasingly become integrated into face-to-face (FTF) courses. The goal of combined internet-based and traditional education is to take full advantage of the benefits of each platform in order to provide an educational opportunity that can promote student learning better than can either platform alone. Research results show that the use of hybrid learning is more effective than online or FTF models in higher education. Due to the potential benefits, an increasing number of institutions are interested in developing hybrid courses, programs, and degrees. Future research should evaluate the effectiveness of hybrid learning. This paper is designed to determine the impact of hybrid learning on higher education. <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20learning" title=" hybrid learning"> hybrid learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/8561/effect-of-hybrid-learning-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8561.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">909</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">10608</span> Fostering Inclusive Learning: The Role of Intercultural Communication in Multilingual Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Yalciner">Ozge Yalciner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural communication is crucial in the education of multilingual learners in primary grades, significantly influencing their academic and social development. This study explores how intercultural communication intersects with multilingual education, highlighting the importance of culturally responsive teaching practices. It addresses the challenges and opportunities presented by diverse linguistic backgrounds and proposes strategies for creating inclusive and supportive learning environments. The research emphasizes the need for teacher training programs that equip educators with the skills to recognize and address cultural differences, thereby enhancing student engagement and participation. This study was completed in an elementary school in a city in the Midwest, USA. The data was collected through observations and interviews with students and teachers. It discusses the integration of multicultural perspectives in curricula and the promotion of language diversity as an asset. Peer interactions and collaborative learning are highlighted as crucial for developing intercultural competence among young learners. The findings suggest that meaningful intercultural communication fosters a sense of belonging and mutual respect, leading to improved educational outcomes for multilingual students. Prioritizing intercultural communication in primary education is essential for supporting the linguistic and cultural identities of multilingual learners. By adopting inclusive pedagogical approaches and fostering an environment of cultural appreciation, educators can better support their students' academic success and personal growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20learners" title=" multilingual learners"> multilingual learners</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20grades" title=" primary grades"> primary grades</a> </p> <a href="https://publications.waset.org/abstracts/186901/fostering-inclusive-learning-the-role-of-intercultural-communication-in-multilingual-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186901.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">39</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">10607</span> Tommy: Communication in Education about Disability</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 involve communication in education by a faculty advisor exploring story and music that informs others about a disabled teacher. Social issues draw deep reflection about the emotional turmoil. As a musician becoming a teacher is a passionate yet complex endeavor, the faculty advisor shares a poetic but painful story about a disabled teacher being inducted into the teaching profession. The qualitative research method as theoretical framework draws on autoethnography of music and story where the faculty advisor approaches a professor for advice. His musicianship shifts her forward, backward, and sideways through feelings that evoke and provoke curriculum to remove communication barriers in education. They discover they do not transfer knowledge from educational method classes. Instead, the autoethnography embeds musical language as a metaphorical conduit for removing communication barriers in teacher education. Sub-themes involve communication barriers and educational technologies to ensure teachers receive social, emotional, physical, spiritual, and intervention disability resources that evoke visceral, emotional responses from the audience. Major findings of the study discover how autoethnography of music and story bring the authors to understand wider political issues of the practicum internship for teachers with disabilities. An epiphany reveals the irony of living in a culture of both uniformity and diversity. They explore the constructs of secrecy, ideology, abnormality, and marginalization by evoking visceral and emotional responses from the audience. As the voices harmonize plot, climax, characterization, and denouement, they dramatize meaning that is episodic yet incomplete to highlight the circumstances surrounding the disabled protagonist’s life. In conclusion, the qualitative research method argues for embracing storied experiences that depict communication in education. Scholarly significance embraces personal thoughts and feelings as a way of understanding social phenomena while highlighting the importance of removing communication barriers in education. The circumstance about a teacher with a disability is not uncommon in society. Thus, the authors resolve to removing barriers in education by using stories to transform the personal and cultural influences that provoke new ways of thinking about the curriculum for a disabled teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20education" title="communication in education">communication in education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20barriers" title=" communication barriers"> communication barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title=" autoethnography"> autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/42900/tommy-communication-in-education-about-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42900.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">10606</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">10605</span> Great Art for Little Children - Games in School Education as Integration of Polish-Language, Eurhythmics, Artistic and Mathematical Subject Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Anna%20Karczmarzyk">Małgorzata Anna Karczmarzyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is the contemporary child? What are his/her distinctive features making him/her different from earlier generations? And how to teach in the dissimilar social reality? These questions will constitute the key to my reflections on contemporary early school education. For, to my mind, games have become highly significant for the modern model of education. There arise publications and research employing games to increase competence both in business, tutoring, or coaching, as well as in academic education . Thanks to games students and subordinates can be taught such abilities as problem thinking, creativity, consistent fulfillment of goals, resourcefulness and skills of communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=games" title="games">games</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20education" title=" school education"> school education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/20133/great-art-for-little-children-games-in-school-education-as-integration-of-polish-language-eurhythmics-artistic-and-mathematical-subject-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">855</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10604</span> Young People’s Participation in Decision-Making Using Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Dikovi%C4%87">Marina Diković </a> </p> <p class="card-text"><strong>Abstract:</strong></p> By giving personal opinions, suggestions and criticism through e-democracy, young people can reinforce the adoption of decisions which they have an impact on. The purpose of this research was to examine the opinion of university students about the possibility of their decision-making by using information and communication technology (ICT). The questionnaire examined young people's values and behaviour associated with e-democracy and the related decision-making. Students are most active online when it comes to finding information connected with their academic responsibilities, but less frequently take part in democratic processes in society, both at the national and local level. E-democracy as a tool can be learned in programmes of Human Rights Education and Citizenship Education.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20citizens" title="active citizens">active citizens</a>, <a href="https://publications.waset.org/abstracts/search?q=e-democracy" title=" e-democracy"> e-democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/80158/young-peoples-participation-in-decision-making-using-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80158.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">226</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">10603</span> Enhancing Goal Achievement through Improved Communication Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lin%20Xie">Lin Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Wang"> Yang Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An extensive body of research studies suggest that students, teachers, and supervisors can enhance the likelihood of reaching their goals by improving their communication skills. It is highly important to learn how and when to provide different kinds of feedback, e.g. anticipatory, corrective and positive) will gain better result and higher morale. The purpose of this mixed methods research is twofold: 1) To find out what factors affect effective communication among different stakeholders and how these factors affect student learning2) What are the good practices for improving communication among different stakeholders and improve student achievement. This presentation first begins with an introduction to the recent research on Marshall’s Nonviolent Communication Techniques (NVC), including four important components: observations, feelings, needs, requests. These techniques can be effectively applied at all levels of communication. To develop an in-depth understanding of the relationship among different techniques within, this research collected, compared, and combined qualitative and quantitative data to better improve communication and support student learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/178222/enhancing-goal-achievement-through-improved-communication-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178222.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">50</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">10602</span> Effective Communication Within Workplace: Key to Growth of Business </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamta">Mamta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication is the mixture of the various activities such as words, body language, volume and voice tone. Mankind has always throughout its history had the necessity for communication. It starts from birth and continues throughout life. Communication is just the right means of success and advancement in a workplace. Communication is one of the means to connect to different people at far distances. The modern workplace is inherently collaborative, and this collaboration relies on effective communication among co-workers. Also it has been observed that a lack in good communication skills especially within a workplace can result in conflicts and chaos hence hindering the productivity of an organization. Thus there is a dire need for developing good and effective communication skills which will result in increase in productivity and will enhance its efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title="communication skills">communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20communication" title=" professional communication"> professional communication</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20communication" title=" workplace communication"> workplace communication</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20efficiency" title=" workplace efficiency "> workplace efficiency </a> </p> <a href="https://publications.waset.org/abstracts/14304/effective-communication-within-workplace-key-to-growth-of-business" class="btn btn-primary btn-sm">Procedia</a> <a 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